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BM2509 is restricted to students registered for the BSc in Biomedical Sciences and can be taken only by students who have completed BM2009. BM2509 is a practical anatomy course that explores gross human morphology and its functional correlation. The main method for student learning is supervised self directed prosection based practicals.
Course co-ordinators: Dr Derek Scott, 01224 437566, e-mail:- d.scott@abdn.ac.uk and Dr Prem Ballal, 01224 274325, e-mail:- p.ballal@abdn.ac.uk; (Mrs M. Moir, Secretary 01224 274320, e-mail:- m.moir@abdn.ac.uk) The course will consist of:
1. Twenty two, two hour practicals
2. Regular worksheets and tutorials during the practical classes
3. Four in-course assessments to form the in-course assessment mark to be carried into the examination process (first attempt only)
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 the Anatomy Department 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.
Course 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.
•Develop transferable skills such as teamwork, IT and problem solving skills.
As far as the BM2509 course is concerned, the above objectives refer to the following regions of the body: the pelvis and perineum, head, neck and brain. (The BM2009 course, in Semester 1, covered back, upper and lower limbs, thorax and abdomen).
General layout of classes
The classes will be presented as they were for BM 2009.
Learning Outcomes
1-6 : Pelvis and perineum
It is worth noting that, although we talk of the pelvis as a region, the internal cavity of the pelvis is continuous with that of the abdomen superior to it and the organ systems pass from one to the other with no effect. Like most terminology, it is a convenience of jargon, but is in common usage and thus you need to know it!
You need to know about the shape of the pelvis and appreciate the differences between the male and the female pelvis. The pelvis and perineum contain the reproductive system in both males and females, as well as much of the urinary tract. The pelvic floor has important functions in both the male and the female, but especially the latter. It contains two anatomically distinct components. They are the pelvic diaphragm and the urogenital diaphragm.
The pelvic diaphragm is essentially a fibro-muscular sheet that fills in the pelvic outlet. It thus closes off the inferior aspect of the abdominal cavity. Put simply, it prevents the abdominal contents falling out between our legs every time we stand up. In truth, the function is more sophisticated, as defined below:
• it acts as a seal to the inferior end of the abdominal cavity and thus allows us to raise the intra-abdominal pressure for a number of vital functions:
(a) to speak or cough - the force thus acts "upwards";
(b) to micturate, defaecate and in labour - "downward pressure";
(c) to provide a semi-rigid platform for muscular activity.
• it provides support (as in a sling) for the bladder and rectum in both genders and for the prostate gland (male), uterus and vagina (female).
• part of the diaphragm forms a component of the anal sphincter.
The urogenital diaphragm is separate from the pelvic diaphragm and exterior to it. It is triangular in shape and fills the public (or sub-public) arch. In contrast to the pelvic diaphragm,
• Has no pressure controlling facility
• Function is suspensory for the genitalia.
Reading
Essential Clinical Anatomy
pp 204-273
Pelvis and perineum Class 1 - Dry room
Station Content
BMS.PP1.T1 Inguinal canal
BMS.PP1.T2 Hindgut in pelvis
BMS.PP1.T3 Bones of pelvis
BMS.PP1.T4 Pelvic walls – bones and joints
Pelvis and perineum Class 2 - Wet room
Station Content
BMS.PP2.T1 Pelvic walls - muscles
BMS.PP2.T2 Nerves of pelvis
BMS.PP2.T3 Pelvic diaphragm
Pelvis and perineum Class 3 - Dry room
Station Content
BMS.PP3.T1 The kidney
BMS.PP3.T2 Urinary system (excluding kidney)
BMS.PP3.T3 Male genital system
BMS.PP3.T4 Blood supply to pelvis, lymphatic drainage
Pelvis and perineum Class 4 - Wet room
Station Content
BMS.PP4.T1 Female genital system
BMS.PP4.T2 Peritoneum in the pelvis
BMS.PP4.T3 Variations in size of pelvic viscera
BMS.PP4.T4 Placenta
Pelvis and perineum Class 5 - Wet room
Station Content
BMS.PP5.T1 The perineum
BMS.PP5.T2 Superficial perineal space
BMS.PP5.T3 Nerves and blood vessels of the pelvis and perineum
BMS.PP5.T4 Lymphatic drainage of the pelvis and perineum
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the five pelvis and perineum classes you review these learning outcomes in the context of the pelvis and perineum as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe what is included within the region of the pelvis and perineum
Describe the abdominal wall muscles, their innervation and their relationship at the junction between the abdomen and pelvis
Describe the position of the inguinal canal and the structures that form the walls of the canal
Describe the contents of the inguinal canal in the male and in the female
Describe the structure and location of the rectum and anal canal
Describe the anal sphincters and the role of the pelvic floor in defecation
Describe the peritoneum in relation to the rectum
Describe the relations of the rectum and anal canal
Describe, name and demonstrate the pelvic bones, the sacrum and coccyx and the features of the bones
Describe and demonstrate the components of the pelvis - the iliac crest, the pelvic brim, the greater and lesser pelvis, the pelvic floor, the perineum
Identify and describe pelvic landmarks - the component parts of the bony pelvis, the pelvic brim and inlet, sacral promontory, symphysis pubis, obturator foramen, ischial tuberosity, ischial spine, the greater and lesser sciatic foramina and their boundaries, the sacrum and coccyx.
Describe and demonstrate the differences in shape and dimensions of the male and female pelvis
Define and demonstrate on skeletal specimens and radiographic images the anteroposterior diameter and the transverse diameter of the pelvic inlet or brim, the ischial bispinous diameter, anteroposterior and transverse diameters of the outlet, and the public (or subpublic) angle of the pubic arch.
(Class 2)
Define and describe the muscles of the pelvic wall, and their innervation
Describe the sacral plexus and the nerve roots that constitute it, and summarise the innervation supplied by it
Identify the pudendal nerve and describe its course and distribution
Describe the autonomic nerve innervation of the pelvic viscera and their role in defecation, micturition and ejaculation
Describe the components and organisation of the pelvic floor and define its functions
Describe and demonstrate the perineal body and explain its function
Describe and demonstrate the vertebral canal and its components, the spinal cord, the cauda equina, the dura, the subdural (spinal) and epidural spaces
Describe and demonstrate the pelvic diaphragm and explain its function
Describe and demonstrate the urogenital diaphragm and explain its function.
(Class 3)
Describe and demonstrate the structure and location of the kidney
Describe and demonstrate the structure, innervation and location of the components of the urinary system in the pelvis and on the posterior abdominal wall
Describe the anatomical structures, including innervation, involved in micturition
Describe the course and contents of the spermatic cord
Describe and demonstrate the relations of the pelvic viscera in the male
Describe and demonstrate the scrotum, the testis and its component parts and the spermatic cord and explain their functions
Describe and demonstrate the penis - the foreskin (prepuce), urethra, the glands and the corpus spongiosus, the erectile tissue of the corpora cavernosa
Describe the course of the penile urethra
Explain the innervation of the penis and of the functions of erection and ejaculation
Illustrate the lymphatic drainage of the penis and testes
Describe and demonstrate the major arteries of the pelvis and describe the territory supplied.
(Class 4)
Describe and demonstrate the position and relations of the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, fallopian tubes, ovaries and broad ligament
Describe and demonstrate the anatomical features and discuss the function of the pelvic organs - the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, endometrial cavity and lining, fallopian tubes and ovaries
Describe and demonstrate the vesicouterine pouch and the rectouterine pouch (the pouch of Douglas) in the female
Describe the peritoneum in the female pelvis
Describe the broad ligament and its contents
Describe the muscles and ligaments that support the pelvic viscera in the female
Describe the changes in morphology of the uterus during the female's life and in pregnancy
Describe the positional changes in the bladder over a 24 hour period
Describe the basic structure of the placenta
(Class 5)
Define the region known as the perineum
Describe the structures that are found in the perineum in the male and in the female
Describe and demonstrate the superficial perineal space
Describe and demonstrate the deep perineal space
Describe the structures, their innervation and function, that are found in each of the perineal spaces
Describe the ischioanal fossa and its contents
Describe the blood and nerve supply of the perineum
Review the blood supply and venous drainage of the pelvis and perineum
Review the sacral plexus and the autonomic nerves to the components of the pelvis and perineum
Describe the lymphatic drainage of each viscus in the pelvis and perineum and be able to list the group(s) of lymph nodes that each structure drains lymph to.
After the Pelvis and Perineum classes you should review all of the learning outcomes listed above in the context of the pelvis and perineum as a complete region.
To assist in consolidating the anatomy you have studied in the Pelvis and Perineum classes, and later for revision, you should:
1.(re) Read Essential Clinical Anatomy pp 209-274
2.Use the Museum – additional Pelvis and Perineum models 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.Interactive Clinical Anatomy 2
Use “Main Text” then “Abdomen” to review material related to the Pelvis and Perineum.
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509
NB. With this CAL package material concerning the Pelvis and Perineum is included in the “Abdomen” sections.
b.Interactive Lab Practical (Select “Back & Pelvis” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Pelvis and Perineum – also cover areas of connections between Lower Limb and Pelvis, and Pelvis and Abdomen). Curiosity driven.
d.Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Pelvis. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4.Acland’s DVD Atlas of Human Anatomy. This is available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Pelvis and Perineum. Information relevant to the Pelvis and Perineum classes is mainly to be found in the “Internal Organs CD (Part 3: Reproductive System)” and the “Trunk CD (Part 4: the Pelvis)”
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.
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. With regard to the Pelvis and Perineum you could consider:
a.the muscles involved in micturition
b.what muscles/ligaments support your pelvic viscera when your intra-abdominal pressure is increased eg during coughing
c.the lymph nodes to which pathogens may pass when the primary infection is located in the wall of the vagina/the body of the uterus/the ovary/…..
d.the route taken by spermatozoa from their production in the testis and their deposition in the female genital tract, and the mechanisms which allow that passage.
e.etc, etc
f.think of additional functional scenarios and work out the relevant anatomy.
7 - 14 Head and Neck
The head and neck region is an amalgam of components of all of the systems of the body. It is a relatively small region in relation to the amount of time given over to it in any anatomy course but that is largely due to the fact the structures within the region are small.
There is, however, not one clear way in which the different components of the head and neck can be broken down into small easily understood units and then put together to provide an understanding of the whole. Perhaps in this region of the body you need to spend proportionately more time fitting the small units into the whole. A good understanding of the main parts of the skull will help you here as no structure in the head and neck is far away from the skull or cervical vertebrae.
Remember that the head and neck region is connected to other regions. Internally there is the brain that we will consider in a separate series of classes - these follow on from the head and neck classes. Inferiorly there is the thorax and laterally the upper limbs. Be sure that when you study the structure of the head and neck that you continue your understanding into those related areas ie) do not leave structures "dangling" at the margins of the head and neck.
Reading
Essential Clinical Anatomy
pp 495-642
Head and Neck Class 1 – Dry room
Station Content
BMS.HN1.T1 The skull
BMS.HN1.T2 The cervical vertebrae
BMS.HN1.T3 Joints and movements of the cervical vertebrae
BMS.HN1.T4 Surface anatomy of skull and cervical vertebrae
BMS.HN1.T5 Growth of skull
Head and Neck Class 2 – Wet room
Station Content
BMS.HN2.T1 Cutaneous innervation, trigeminal nerve
BMS.HN2.T2 Muscles of facial expression
BMS.HN2.T3 The scalp
BMS.HN2.T4 The parotid gland
Head and Neck Class 3 – Dry room
Station Content
BMS.HN3.T1 Triangles of the neck
BMS.HN3.T2 Muscles of the neck
BMS.HN3.T3 Connections with the neck
BMS.HN3.T4 The hyoid and thyroid
Head and Neck Class 4 – Wet room
Station Content
BMS.HN4.T1 The mandible
BMS.HN4.T2 Contents of the oral cavity
BMS.HN4.T3 Muscles of mastication
BMS.HN4.T4 The palate
BMS.HN4.T5 Salivary glands
Head and Neck Class 5 – Dry room
Station Content
BMS.HN5.T1 Internal wall of oral cavity
BMS.HN5.T2 Muscles of the tongue
BMS.HN5.T3 Structures of the tongue *
BMS.HN5.T4 Muscles of the hyoid bone *
BMS.HN5.T5 Infrahyoid muscles
BMS.HN5.T6 Nerves in the neck
Head and Neck Class 6 – Wet room
Station Content
BMS.HN6.T1 The nose
BMS.HN6.T2 Structures in the wall of the nose
BMS.HN6.T3 Paranasal air sinuses
BMS.HN6.T4 The pharynx
BMS.HN6.T5 The larynx
BMS.HN6.T6 Thyroid and parathyroid
Head and Neck Class 7 – Dry room
Station Content
BMS.HN7.T1 The bones of the orbit
BMS.HN7.T2 The muscles and contents of the orbit
BMS.HN7.T3 The eye
BMS.HN7.T4 The nerves and blood vessels of the orbit
BMS.HN7.T5 The lacrimal gland and eyelids
Head and Neck Class 8 – Wet room
Station Content
BMS.HN8.T1 The ear
BMS.HN8.T2 The parts of the ear
BMS.HN8.T3 Blood vessels and nerves in the neck
BMS.HN8.T4 Lymphatics of the head and neck
BMS.HN8.T5 Postvertebral region of the neck
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the eight head and neck classes you receive these learning outcomes in the context of the head and neck as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the site of the bony landmarks of the various aspects of the skull
Describe, name and demonstrate the bones of the vault of the skull and the sutures that unite them
Describe the structure and function of the atlas and axis and contrast their appearances with those of the other cervical vertebrae
Describe the structure and movements of the cervical region of the vertebral column
Describe the structure of the neonate skull and the skull of a child and be able to to describe their differences and how they each differ from an adult skull
Describe the fontanelles of the neonate skull
Describe the dermatomes of the head and neck.
(Class 2)
Describe and demonstrate the normal movements of the face and illustrate descriptive terms for each
Describe and demonstrate the cutaneous innervation of the face, scalp and neck
Describe and demonstrate the muscles that produce the movements of the face and explain how the movements are achieved
List the muscles innervated by the facial nerve and describe the movements that they initiate
Describe and demonstrate the shape and position of the parotid gland and its duct
Describe the function of the gland and how this is achieved (innervation and drainage of its secretion)
Describe the relation of the external carotid artery and the facial nerve and its branches to the parotid gland
Describe the parts of the face innervated (sensory) by the divisions of the trigeminal nerve
Describe the structure of the scalp
Describe the blood supply to the scalp
Define an emissary vein
(Class 3)
Describe the surface anatomy of the neck and define the anterior and posterior triangles
Describe the arterial and venous pulses of the neck
Describe and demonstrate the surface anatomy of the neck and name, describe and demonstrate the triangles and their contents
Define the sternocleidomastoid muscle and trapezius and describe their innervation and actions
Describe the postvertebral muscles
Describe the main compartments of the neck
Describe the structures that pass between the neck and the head
Describe the structures that pass between the neck and the upper limb
Describe the structures that pass between the neck and the thorax
(Class 4)
Identify and name the teeth in a live subject and explain the functions of the various types;
Describe the basic structure and innervation of the teeth
Describe and demonstrate the mandible
Describe the temporomandibular joint
Explain the movements that produce mastication
Describe the muscles of mastication and their innervation
Define and describe the oral cavity, lips and gums
Describe the frenulum and the opening of the submandibular duct
Describe the boundaries and contents of the infratemporal fossa
Describe the hard and soft palate
Describe the muscles of the soft palate
The material on head and neck covered up to this point will be assessed in the head and neck 1 in-course assessment.
After the Head and Neck 1 – 4 classes you should review all of the learning outcomes listed above.
To assist in consolidating the anatomy you have studied in the first four Head and Neck classes, and later for revision, you should:
1.(re) Read Essential Clinical Anatomy pp 498-640.
2.Use the Museum – additional Head and Neck models 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.Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b.Primal 3D Interactive Head and Neck
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e.Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
1.Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
2.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.
3.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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a.the muscles and joints involved in getting eating your lunch
b.the muscles and nerves involved in smiling
c.the joints and muscles involved in movements of the head and neck
d.etc, etc
e.think of additional functional/clinical scenarios and work out the relevant anatomy.
(Class 5)
Describe the lips, oral cavity and gums
Describe the nature of the epithelial lining of the mucous membrane of the mouth and its normal appearance
Describe the situation, distribution and function of the minor (labial) salivary glands
Identify the hyoid bone and demonstrate the strap muscles that are attached to it and the myelohyoid muscle superior to it
Describe and demonstrate the midline structures superficially - the larynx, the trachea and thyroid gland
Describe and demonstrate the tongue
Describe the intrinsic and extrinsic muscles of the tongue, their actions and innervation
Describe the mucous membrane of the tongue and the taste buds
Describe the cervical plexus and the distribution of cervical nerves
Describe the origin, course and distribution of the phrenic nerve
(Class 6)
Demonstrate the hyoid bone, the larynx, the laryngeal prominence, the cricothyroid membrane and the thyroid gland
Describe, name and demonstrate the bony and cartilaginous skeleton and components of the nose on a person, and a skull
Describe the conchae
Describe the paranasal air sinuses and the openings into the nasal cavity
Describe and demonstrate the nasal passages and their continuity with the pharynx
Describe and demonstrate the components of the pharynx
Describe the pharyngeal muscles
Describe the process of swallowing
Describe the pharyngeal nerve plexus
Describe the lymphoid ring around the pharyngeal inlet
Describe and demonstrate the laryngeal inlet and epiglottis and differentiate the vocal folds (cords) and the vestibular folds
Describe the laryngeal muscles, their actions and nerve supply
Define and demonstrate the oesophagus anatomically and radiologically
Explain the passage of air and food from the mouth and nose to the trachea and oesophagus
Describe the thyroid and parathyroid glands
Describe the blood supply to the thyroid gland
Describe the relations of the thyroid gland
(Class 7)
Describe and demonstrate the normal movements of the eye and illustrate descriptive terms for each
Name the external surface components of the orbital contents
Review the surface anatomy of the eye and the lacrimal apparatus
Describe and demonstrate the bones that constitute the orbit and form its boundaries
Describe the content of the orbit
Describe, demonstrate and explain the function of the extrinsic muscle of the eye
Describe and demonstrate the optic nerve (CN II) and explain its function
Describe the blood supply and additional innervation of the eye
Describe and demonstrate the components of the globe of the eye
Explain and demonstrate the position and describe the function of the lacrimal glands
Describe the distribution of the tears
Describe the eyelids and the muscles that give rise to movements of the eyelids
(Class 8)
Define and demonstrate the components of the external ear and external auditory meatus
Outline the function of the external ear and the tympanic membrane
Describe the location of the internal ear within the skull
Describe the auditory tube
Describe the middle ear and the ear ossicles
Describe the components of the inner ear
Describe the relations of the facial nerve to the ear
Describe the vestibulocochlear nerve
Describe and demonstrate the external jugular vein
Describe and demonstrate the relative positions of the carotid artery, vagus nerve and internal jugular vein and their surface markings
Demonstrate the carotid artery pulse
Describe and demonstrate the vessels of the neck in continuity with the great vessels of the thorax
Define the areas supplied by the internal and external carotid arteries and their branches
Describe and demonstrate the lymphatic drainage of the face
Define the lymphatic drainage of the mouth, tongue, pharynx and other regions of the head and neck
Describe the postvertebral muscles
At the end of the series of head and neck classes (Classes 1 – 8) you should review the learning outcomes of this region as a whole.
To assist in consolidating the anatomy you have studied in the Head and Neck classes, and later for revision, you should:
2.(re) Read Essential Clinical Anatomy pp 498-640
3.Use the Museum – additional Head and Neck models can be provided on request to a member of staff
4.Use the Quiz/Test applications on the software packages loaded on the Anatomy computers:
a.Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b.Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e.Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5.Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
6.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.
7.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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a.the structures involved in seeing, and eating your lunch as well as the delivery of enzymes in the oral cavity and oesophagus
b.the muscles and nerves involved in scowling
c.the route taken by soundwaves during hearng
d.the structures involved when you suffer from the common cold
e.etc, etc
f.think of additional functional scenarios and work out the relevant anatomy.
15 - 20 Brain
The classes on the brain will provide you with a framework of the major structural components of the brain and spinal cord (the central nervous system) and of the origin, course and distribution of the 12 cranial nerves that arise from the brain.
The class material will concentrate on those components of the brain etc that can be seen with the naked eye. Much of our understanding of the brain and its supporting structures is related to the organisation of the brain that is beyond the naked eye - relevant material eg) pathways etc will be covered in your other lecture courses.
Reading
Essential Clinical Anatomy
pp496-518; 643-672
Brain Class 1 – Dry room
Station Content
BM.BR1.1 Floor of skull in relation to brain, pituitary, cranial fossae
BM.BR1.2 Floor of skull in relation to blood vessels - grooves
BM.BR1.3 Bones of floor of skull
BM.BR1.4 Foramina and cranial nerves
BM.BR1.5 Blood supply to brain and meninges
Brain Class 2 – Wet room
Station Content
BM.BR2.1 Basic plan of brain
BM.BR2.2 Circle of Willis
BM.BR2.3 Embryology of brain
BM.BR2.4 Spinal cord nerve arcs and nerve routes to/from brain
BM.BR2.5 Meninges, dura and dural folds
BM.BR2.6 Cranial nerves and routes to/from brain
Brain Class 3 – Dry room
Station Content
BM.BR3.1 Basic plan of brain
BM.BR3.2 Terminology of brain tissue
BM.BR3.3 Cerebral hemispheres
BM.BR3.4 Brainstem
BM.BR3.5 Cerebellum
BM.BR3.6 Nerve tracts, corpus callosum
Brain Class 4 – Wet room
Station Content
BM.BR4.1 Blood supply to cerebral hemispheres
BM.BR4.2 Venous sinuses
BM.BR4.3 Ventricles of brain
BM.BR4.4 CSF production and circulation
BM.BR4.5 Cavernous sinus and emissary veins
BM.BR4.6 Blood supply to mid brain, cerebellum and spinal cord
Brain Class 5 – Dry room
Station Content
BM.BR5 6 stations – slices through brain and spinal cord
Brain Class 6 – Wet room
Station Content
BM.BR6 Revue through cranial nerves
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the six brain classes you review these learning outcomes in the context of the brain as a whole and in relation to the structures in the head and neck supplied by the cranial nerves.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the base of the skull
Name the bones that form the floor of the skull and review their major features
Describe and demonstrate the names and extent of the cranial fossae and the major bones that comprise them
Demonstrate the groove of the middle meningeal artery and the markings of the superior sagittal sinus
Identify the foramen magnum and define its normal content
Describe, and name, the main foramina in the floor of the skull
Define the boundaries of the pituitary fossa
Describe the grooves in the floor of the skull caused by the presence of arteries and venous sinuses
Describe the blood supply that enters the skull to supply the brain and meninges
(Class 2)
Describe the basic organisation of the brain and the main component parts of the brain
Define the circle of Willis
Describe the blood vessels that contribute to, and arise from, the circle of Willis
Describe the basic embryology of the brain
Review what is meant by a spinal nerve arc
Describe the meningeal layers
Describe the main folds of the dura and the parts of the brain they separate
Describe the functions of the meningeal layers
Name the cranial nerves
(Class 3)
Review the basic plan of the brain and spinal cord
Know, and understand, the nomenclature particular to the brain and spinal cord
Describe the main sulci, gyri and lobes of the cerebral hemispheres
Describe the thalamus and hypothalamus
Describe the location and relations of the pineal gland and the pituitary gland
Describe the components of the brainstem
Describe the midbrain, pons, medulla oblongata and their major gross features
Describe the major features of the cerebellum and its connections to the rest of the brain
Describe, in basic terms, the ascending and descending spinal nerve pathways through the brain
Describe the general cranial nerve pathway and that of the optic and olfactory nerves
Define, and describe, the main sites of decussation (optic chiasma, corpus callosum, internal capsule)
(Class 4)
Define the circle of Willis
Describe the arteries that contribute to the formation of the circle of Willis
Describe the main components of the circle of Willis
Describe the main branches of the circle of Willis and their general distribution
Describe the distribution of the cerebral arteries
Describe the main veins of the brain and the cranial venous sinuses
Define the ventricles of the brain
Describe the location of the ventricles of the brain
Describe the site of production and absorption of cerebrospinal fluid (CSF)
Describe the arterial blood supply to the midbrain, hindbrain and spinal cord
Describe the blood supply to the meninges
(Class 5)
Describe the major internal features of the brain
(Class 6)
Given an overview of the origin, course and distribution of each of the cranial nerves.
At the end of the series of brain and spinal cord classes you should review the learning outcomes of these regions as a whole.
To assist in consolidating the anatomy you have studied in the Brain classes, and later for revision, you should:
1.(re) Read Essential Clinical Anatomy pp pp 524-530; 643-669.
2.Use the Museum – additional Brain models 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.Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” then select Brain and Central Nervous System to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b.Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Brain
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 BM2509. 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 and A.D.A.M. These CAL packages are not good for Brain
d.Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Brain. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4.Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of the Brain. Information relevant to the Brain classes is mainly to be found in the “Head and Neck Part 2 CD (Part 2: The brain and its surroundings)”
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.
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 and clinical conditions/procedures. With regard to the Brain you could consider:
a.the effects on the optic nerve of the expansion of the pituitary gland due to the development of a tumour
b.the route taken by blood to reach the cerebellum form the heart
c.the circulation of CSF
d.the passage that infection following a skin injury on the scalp may take to reach the brain
e.etc, etc
f.think of additional functional scenarios and work out the relevant anatomy.
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 textbooks 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 textbook and learning guide, learn facts and practice skills once you go home to consolidate your learning.
Re-visit the DR and other 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 Marischal College 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 Marischal College - 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 DR the material will be divided into 6-8 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.
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 materials, 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, e.g. 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.
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 "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.
Anatomy museum
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, like the DR, 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 use as general study areas as well as 8 computers which have access to the university computer network, including e-mail and WWW.
Anatomy staff
The Anatomy staff are always willing to assist students if they can. Administrative matters should be directed to Mrs Margaret Moir in the Anatomy Office who will also advise on the availability of teaching staff. Remember, that the teaching staff have other duties and are not always at Marischal College so it is advisable to make an appointment if you intend to travel to Marischal College especially to speak to a member of staff. Telephone numbers and e-mail addresses are given at the beginning of this guide.
Alternatively, and usually more efficiently, you can e-mail 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, Marischal College. 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.
1-6 : Pelvis and perineum
It is worth noting that, although we talk of the pelvis as a region, the internal cavity of the pelvis is continuous with that of the abdomen superior to it and the organ systems pass from one to the other with no effect. Like most terminology, it is a convenience of jargon, but is in common usage and thus you need to know it!
You need to know about the shape of the pelvis and appreciate the differences between the male and the female pelvis. Why do such differences exist?
The anus may not be one of the more glamorous regions of the human body, but its function is of considerable practical importance, not to mention social significance.
The pelvis and perineum contain the reproductive system in both males and females, as well as much of the urinary tract.
The pelvic floor has important functions in both the male and the female, but especially the latter. It contains two anatomically distinct components. They are the pelvic diaphragm and the urogenital diaphragm.
The pelvic diaphragm
The pelvic diaphragm is essentially a fibro-muscular sheet that fills in the pelvic outlet. It thus closes off the inferior aspect of the abdominal cavity. Put simply, it prevents the abdominal contents falling out between our legs every time we stand up. In truth, the function is more sophisticated, as defined below:
· it acts as a seal to the inferior end of the abdominal cavity and thus allows us to raise the intra-abdominal pressure for a number of vital functions:
(a) to speak or cough - the force thus acts "upwards";
(b) to micturate, defaecate and in labour - "downward pressure";
(c) to provide a semi-rigid platform for muscular activity.
· it provides support (as in a sling) for the bladder and rectum in both genders and for the prostate gland (male), uterus and vagina (female).
· part of the diaphragm forms a component of the anal sphincter.
The urogenital diaphragm
This is separate from the pelvic diaphragm and exterior to it. It is triangular in shape and fills the public (or sub-public) arch. In contrast to the pelvic diaphragm,
· it has no pressure controlling facility
· its function is suspensory for the genitalia.
The main arterial supply to the pelvic organs is the internal iliac artery. It is one branch of the common iliac artery, arising a few centimetres distal to the aortic bifurcation. Its branches supply the muscles and bones of the pelvis, gluteal muscles, rectum and anus, and bladder. In addition, it is responsible for the blood supply to the uterus and vagina in the female and the prostate, seminal vesicles and vasa deferentia in the male. Remember that, in both genders, the gonads are supplied by a gonadal artery which is a branch of the abdominal aorta just below the renal arteries. Remember also that the external iliac becomes the femoral artery and supplies the bulk of the lower limb. The arterial blood supply also provides a framework around which you need to understand the lymphatic drainage of the pelvic region and pelvic viscera.
Reading
Essential Clinical Anatomy
pp 209-274
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the five pelvis and perineum classes you review these learning outcomes in the context of the pelvis and perineum as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe what is included within the region of the pelvis and perineum
Describe the abdominal wall muscles, their innervation and their relationship at the junction between the abdomen and pelvis
Describe the position of the inguinal canal and the structures that form the walls of the canal
Describe the contents of the inguinal canal in the male and in the female
Describe the structure and location of the rectum and anal canal
Describe the anal sphincters and the role of the pelvic floor in defecation
Describe the peritoneum in relation to the rectum
Describe the relations of the rectum and anal canal
Describe, name and demonstrate the pelvic bones, the sacrum and coccyx and the features of the bones
Describe and demonstrate the components of the pelvis - the iliac crest, the pelvic brim, the greater and lesser pelvis, the pelvic floor, the perineum
Identify and describe pelvic landmarks - the component parts of the bony pelvis, the pelvic brim and inlet, sacral promontory, symphysis pubis, obturator foramen, ischial tuberosity, ischial spine, the greater and lesser sciatic foramina and their boundaries, the sacrum and coccyx.
Describe and demonstrate the differences in shape and dimensions of the male and female pelvis
Define and demonstrate on skeletal specimens and radiographic images the anteroposterior diameter and the transverse diameter of the pelvic inlet or brim, the ischial bispinous diameter, anteroposterior and transverse diameters of the outlet, and the public (or subpublic) angle of the pubic arch.
(Class 2)
Define and describe the muscles of the pelvic wall, and their innervation
Describe the sacral plexus and the nerve roots that constitute it, and summarise the innervation supplied by it
Identify the prudendal nerve and describe its course and distribution
Describe the autonomic nerve innervation of the pelvic viscera and their role in defecation, micturition and ejaculation
Describe the components and organisation of the pelvic floor and define its functions
Describe and demonstrate the perineal body and explain its function
Describe and demonstrate the vertebral canal and its components, the spinal cord, the cauda equina, the dura, the subdural (spinal) and epidural spaces
Describe and demonstrate the pelvic diaphragm and explain its function
Describe and demonstrate the urogenital diaphragm and explain its function.
(Class 3)
Describe and demonstrate the structure and location of the kidney
Describe and demonstrate the structure, innervation and location of the components of the urinary system in the pelvis and on the posterior abdominal wall
Describe the anatomical structures, including innervation, involved in micturition
Describe the course and contents of the spermatic cord
Describe and demonstrate the relations of the pelvic viscera in the male
Describe and demonstrate the scrotum, the testis and its component parts and the spermatic cord and explain their functions
Describe and demonstrate the penis - the foreskin (prepuce), urethra, the glands and the corpus spongiosus, the erectile tissue of the corpora cavernosa
Describe the course of the penile urethra
Explain the innervation of the penis and of the functions of erection and ejaculation
Illustrate the lymphatic drainage of the penis and testes
Describe and demonstrate the major arteries of the pelvis and describe the territory supplied.
(Class 4)
Describe and demonstrate the position and relations of the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, fallopian tubes, ovaries and broad ligament
Describe and demonstrate the anatomical features and discuss the function of the pelvic organs - the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, endometrial cavity and lining, fallopian tubes and ovaries
Describe and demonstrate the vesicouterine pouch and the rectouterine pouch (the pouch of Douglas) in the female
Describe the peritoneum in the female pelvis
Describe the broad ligament and its contents
Describe the muscles and ligaments that support the pelvic viscera in the female
Describe the changes in morphology of the uterus during the female's life and in pregnancy
Describe the positional changes in the bladder over a 24 hour period
Describe the basic structure of the placenta
(Class 5)
Define the region known as the perineum
Describe the structures that are found in the perineum in the male and in the female
Describe and demonstrate the superficial perineal space
Describe and demonstrate the deep perineal space
Describe the structures, their innervation and function, that are found in each of the perineal spaces
Describe the ischioanal fossa and its contents
Describe the blood and nerve supply of the perineum
Review the blood supply and venous drainage of the pelvis and perineum
Review the sacral plexus and the autonomic nerves to the components of the pelvis and perineum
Describe the lymphatic drainage of each viscus in the pelvis and perineum and be able to list the group(s) of lymph nodes that each structure drains lymph to.
After the Pelvis and Perineum classes you should review all of the learning outcomes listed above in the context of the pelvis and perineum as a complete region.
To assist in consolidating the anatomy you have studied in the Pelvis and Perineum classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 209-274
2. Use the Museum – additional Pelvis and Perineum models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Abdomen” to review material related to the Pelvis and Perineum.
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509
NB. With this CAL package material concerning the Pelvis and Perineum is included in the “Abdomen” sections.
b. Interactive Lab Practical (Select “Back & Pelvis” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Pelvis and Perineum – also cover areas of connections between Lower Limb and Pelvis, and Pelvis and Abdomen). Curiosity driven.
d. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Pelvis. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4. Acland’s DVD Atlas of Human Anatomy. This is available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Pelvis and Perineum. Information relevant to the Pelvis and Perineum classes is mainly to be found in the “Internal Organs CD (Part 3: Reproductive System)” and the “Trunk CD (Part 4: the Pelvis)”
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.
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. With regard to the Pelvis and Perineum you could consider:
a. the muscles involved in micturition
b. what muscles/ligaments support your pelvic viscera when your intra-abdominal pressure is increased eg during coughing
c. the lymph nodes to which pathogens may pass when the primary infection is located in the wall of the vagina/the body of the uterus/the ovary/…..
d. the route taken by spermatozoa from their production in the testis and their deposition in the female genital tract, and the mechanisms which allow that passage.
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
7 - 14 Head and Neck
The head and neck region is an amalgam of components of all of the systems of the body. It is a relatively small region in relation to the amount of time given over to it in any anatomy course but that is largely due to the fact the structures within the region are small.
The basic principles which have helped you to appreciate the anatomy of the other regions of the body apply equally to the head and neck e.g. muscles which cross a joint will act on that joint etc.
There is, however, not one clear way in which the different components of the head and neck can be broken down into small easily understood units and then put together to provide an understanding of the whole. Perhaps in this region of the body you need to spend proportionately more time fitting the small units into the whole. A good understanding of the main parts of the skull will help you here as no structure in the head and neck is far away from the skull or cervical vertebrae.
Remember that the head and neck region is connected to other regions. Internally there is the brain which we will consider in a separate series of classes - these follow on from the head and neck classes. Inferiorly there is the thorax and laterally the upper limbs. Be sure that when you study the structure of the head and neck that you continue your understanding into those related areas ie do not leave structures "dangling" at the margins of the head and neck.
Reading
Essential Clinical Anatomy
pp 498-640
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the eight head and neck classes you receive these learning outcomes in the context of the head and neck as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the site of the bony landmarks of the various aspects of the skull
Describe, name and demonstrate the bones of the vault of the skull and the sutures that unite them
Describe the structure and function of the atlas and axis and contrast their appearances with those of the other cervical vertebrae
Describe the structure and movements of the cervical region of the vertebral column
Describe the structure of the neonate skull and the skull of a child and be able to to describe their differences and how they each differ from an adult skull
Describe the fontanelles of the neonate skull
Describe the dermatomes of the head and neck.
(Class 2)
Describe and demonstrate the normal movements of the face and illustrate descriptive terms for each
Describe and demonstrate the cutaneous innervation of the face, scalp and neck
Describe and demonstrate the muscles that produce the movements of the face and explain how the movements are achieved
List the muscles innervated by the facial nerve and describe the movements that they initiate
Describe and demonstrate the shape and position of the parotid gland and its duct
Describe the function of the gland and how this is achieved (innervation and drainage of its secretion)
Describe the relation of the external carotid artery and the facial nerve and its branches to the parotid gland
Describe the parts of the face sensorially innervated by the divisions of the trigeminal nerve
Describe the structure of the scalp
Describe the blood supply to the scalp
Define an emissary vein
(Class 3)
Describe the surface anatomy of the neck and define the anterior and posterior triangles
Describe the arterial and venous pulses of the neck
Describe and demonstrate the surface anatomy of the neck and name, describe and demonstrate the triangles and their contents
Define the sternocleidomastoid muscle and trapezius and describe their innervation and actions
Describe the postvertebral muscles
Describe the main compartments of the neck
Describe the structures that pass between the neck and the head
Describe the structures that pass between the neck and the upper limb
Describe the structures that pass between the neck and the thorax
(Class 4)
Identify and name the teeth in a live subject and explain the functions of the various types;
Describe the basic structure and innervation of the teeth
Describe and demonstrate the mandible
Describe the temporomandibular joint
Explain the movements that produce mastication
Describe the muscles of mastication and their innervation
Define and describe the oral cavity, lips and gums
Describe the frenulum and the opening of the submandibular duct
Describe the boundaries and contents of the infratemporal fossa
Describe the hard and soft palate
Describe the muscles of the soft palate
The material on head and neck covered up to this point will be assessed in the head and neck 1 in-course assessment.
After the Head and Neck 1 – 4 classes you should review all of the learning outcomes listed above.
To assist in consolidating the anatomy you have studied in the first four Head and Neck classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 498-640.
2. Use the Museum – additional Head and Neck models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
1. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
2. 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.
3. 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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a. the muscles and joints involved in getting eating your lunch
b. the muscles and nerves involved in smiling
c. the joints and muscles involved in movements of the head and neck
d. etc, etc
e. think of additional functional/clinical scenarios and work out the relevant anatomy.
(Class 5)
Describe the lips, oral cavity and gums
Describe the nature of the epithelial lining of the mucous membrane of the mouth and its normal appearance
Describe the situation, distribution and function of the minor (labial) salivary glands
Identify the hyoid bone and demonstrate the strap muscles that are attached to it and the myelohyoid muscle superior to it
Describe and demonstrate the midline structures superficially - the larynx, the trachea and thyroid gland
Describe and demonstrate the tongue
Describe the intrinsic and extrinsic muscles of the tongue, their actions and innervation
Describe the mucous membrane of the tongue and the taste buds
Describe the cervical plexus and the distribution of cervical nerves
Describe the origin, course and distribution of the phrenic nerve
(Class 6)
Demonstrate the hyoid bone, the larynx, the laryngeal prominence, the cricothyroid membrane and the thyroid gland
Describe, name and demonstrate the bony and cartilaginous skeleton and components of the nose on a person, and a skull
Describe the conchae
Describe the paranasal air sinuses and the openings into the nasal cavity
Describe and demonstrate the nasal passages and their continuity with the pharynx
Describe and demonstrate the components of the pharynx
Describe the pharyngeal muscles
Describe the process of swallowing
Describe the pharyngeal nerve plexus
Describe the lymphoid ring around the pharyngeal inlet
Describe and demonstrate the laryngeal inlet and epiglottis and differentiate the vocal folds (cords) and the vestibular folds
Describe the laryngeal muscles, their actions and nerve supply
Define and demonstrate the oesophagus anatomically and radiologically
Explain the passage of air and food from the mouth and nose to the trachea and oesophagus
Describe the thyroid and parathyroid glands
Describe the blood supply to the thyroid gland
Describe the relations of the thyroid gland
(Class 7)
Describe and demonstrate the normal movements of the eye and illustrate descriptive terms for each
Name the external surface components of the orbital contents
Review the surface anatomy of the eye and the lacrimal apparatus
Describe and demonstrate the bones that constitute the orbit and form its boundaries
Describe the content of the orbit
Describe, demonstrate and explain the function of the extrinsic muscle of the eye
Describe and demonstrate the optic nerve (CN II) and explain its function
Describe the blood supply and additional innervation of the eye
Describe and demonstrate the components of the globe of the eye
Explain and demonstrate the position and describe the function of the lacrimal glands
Describe the distribution of the tears
Describe the eyelids and the muscles that give rise to movements of the eyelids
(Class 8)
Define and demonstrate the components of the external ear and external auditory meatus
Outline the function of the external ear and the tympanic membrane
Describe the location of the internal ear within the skull
Describe the auditory tube
Describe the middle ear and the ear ossicles
Describe the components of the inner ear
Describe the relations of the facial nerve to the ear
Describe the vestibulocochlear nerve
Describe and demonstrate the external jugular vein
Describe and demonstrate the relative positions of the carotid artery, vagus nerve and internal jugular vein and their surface markings
Demonstrate the carotid artery pulse
Describe and demonstrate the vessels of the neck in continuity with the great vessels of the thorax
Define the areas supplied by the internal and external carotid arteries and their branches
Describe and demonstrate the lymphatic drainage of the face
Define the lymphatic drainage of the mouth, tongue, pharynx and other regions of the head and neck
Describe the postvertebral muscles
At the end of the series of head and neck classes (Classes 1 – 8) you should review the learning outcomes of this region as a whole.
To assist in consolidating the anatomy you have studied in the Head and Neck classes, and later for revision, you should:
2. (re) Read Essential Clinical Anatomy pp 498-640
3. Use the Museum – additional Head and Neck models can be provided on request to a member of staff
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers:
a. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
6. 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.
7. 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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a. the structures involved in seeing, and eating your lunch as well as the delivery of enzymes in the oral cavity and oesophagus
b. the muscles and nerves involved in scowling
c. the route taken by soundwaves during hearing
d. the structures involved when you suffer from the common cold
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
15 - 20 Brain
The classes on the brain will provide you with a framework of the major structural components of the brain and spinal cord (the central nervous system) and of the origin, course and distribution of the 12 cranial nerves that arise from the brain.
The class material will concentrate on those components of the brain etc that can be seen with the naked eye. Much of our understanding of the brain and its supporting structures is related to the organisation of the brain that is beyond the naked eye - relevant material eg pathways etc will be covered in your lecture course.
Reading
Essential Clinical Anatomy
pp524-530; 643-669
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the six brain classes you review these learning outcomes in the context of the brain as a whole and in relation to the structures in the head and neck supplied by the cranial nerves.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the base of the skull
Name the bones that form the floor of the skull and review their major features
Describe and demonstrate the names and extent of the cranial fossae and the major bones that comprise them
Demonstrate the groove of the middle meningeal artery and the markings of the superior sagittal sinus
Identify the foramen magnum and define its normal content
Describe, and name, the main foramina in the floor of the skull
Define the boundaries of the pituitary fossa
Describe the grooves in the floor of the skull caused by the presence of arteries and venous sinuses
Describe the blood supply that enters the skull to supply the brain and meninges
(Class 2)
Describe the basic organisation of the brain and the main component parts of the brain
Define the circle of Willis
Describe the blood vessels that contribute to, and arise from, the circle of Willis
Describe the basic embryology of the brain
Review what is meant by a spinal nerve arc
Describe the meningeal layers
Describe the main folds of the dura and the parts of the brain they separate
Describe the functions of the meningeal layers
Name the cranial nerves
(Class 3)
Review the basic plan of the brain and spinal cord
Know, and understand, the nomenclature particular to the brain and spinal cord
Describe the main sulci, gyri and lobes of the cerebral hemispheres
Describe the thalamus and hypothalamus
Describe the location and relations of the pineal gland and the pituitary gland
Describe the components of the brainstem
Describe the midbrain, pons, medulla oblongata and their major gross features
Describe the major features of the cerebellum and its connections to the rest of the brain
Describe, in basic terms, the ascending and descending spinal nerve pathways through the brain
Describe the general cranial nerve pathway and that of the optic and olfactory nerves
Define, and describe, the main sites of decussation (optic chiasma, corpus callosum, internal capsule)
(Class 4)
Define the circle of Willis
Describe the arteries that contribute to the formation of the circle of Willis
Describe the main components of the circle of Willis
Describe the main branches of the circle of Willis and their general distribution
Describe the distribution of the cerebral arteries
Describe the main veins of the brain and the cranial venous sinuses
Define the ventricles of the brain
Describe the location of the ventricles of the brain
Describe the site of production and absorption of cerebrospinal fluid (CSF)
Describe the arterial blood supply to the midbrain, hindbrain and spinal cord
Describe the blood supply to the meninges
(Class 5)
Describe the major internal features of the brain
(Class 6)
Given an overview of the origin, course and distribution of each of the cranial nerves.
At the end of the series of brain and spinal cord classes you should review the learning outcomes of these regions as a whole.
To assist in consolidating the anatomy you have studied in the Brain classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp pp 524-530; 643-669.
2. Use the Museum – additional Brain models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” then select Brain and Central Nervous System to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Brain
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 BM2509. 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 and A.D.A.M. These CAL packages are not good for Brain
d. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Brain. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of the Brain. Information relevant to the Brain classes is mainly to be found in the “Head and Neck Part 2 CD (Part 2: The brain and its surroundings)”
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.
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 and clinical conditions/procedures. With regard to the Brain you could consider:
a. the effects on the optic nerve of the expansion of the pituitary gland due to the development of a tumour
b. the route taken by blood to reach the cerebellum form the heart
c. the circulation of CSF
d. the passage that infection following a skin injury on the scalp may take to reach the brain
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
Laboratory Work
This component comprises 20, 2-hour prosection based practicals during which students will be expected to study the pelvis and perineum and head, neck and brain of a human body. The course will provide students with a framework of basic knowledge and practical investigative 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.
Code of Behaviour and Practice in the Dissecting Room (DR)
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.
Much of the course work is carried out in the Dissection Room (DR) at Marischal College. You will need to provide and wear a clean white lab coat in the DR.
YOU MUST ALWAYS WEAR YOUR LAB COAT WHEN IN THE DR.
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.
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.
PLESE NOTE THAT NO ONE, OTHER THAN THOSE AUTHORISED TO DO SO, IS ALLOWED TO ENTER THE ANATOMY FACILITY.
You are expected to pay your respects to those who donated their bodies at the Memorial Service in King’s College Chapel on Thursday 5th May. 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 Dissection Room.
DO NOT:
• Bring friends or relatives into the Dissecting Room.
• Smoke, eat or drink in the Dissecting Room.
• 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 the Dissecting Room or from any other teaching location.
• Take your white lab coats from the Dissecting Room for use elsewhere.
• Take photographs.
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 fluids used to keep cadaveric material in good condition may have mixed with residual embalming fluid that is an irritant. 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 DR office. Advice should be sought from departmental staff in the event of more serious injury. All injuries should be notified to the Anatomy Safety Representative, Mr Ian Brown, who is trained in first aid.
Spillage of fluid on to the DR floor represents a hazard. Any spillage should be wiped up at once; staff will direct you as necessary.
The door outside the entrance to the DR is an Emergency Exit. The corridor in front of this exit must be kept clear at all times. All your personal items must therefore be deposited in the locker room. 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.
Learning Outcomes
1-6 : Pelvis and perineum
It is worth noting that, although we talk of the pelvis as a region, the internal cavity of the pelvis is continuous with that of the abdomen superior to it and the organ systems pass from one to the other with no effect. Like most terminology, it is a convenience of jargon, but is in common usage and thus you need to know it!
You need to know about the shape of the pelvis and appreciate the differences between the male and the female pelvis. The pelvis and perineum contain the reproductive system in both males and females, as well as much of the urinary tract. The pelvic floor has important functions in both the male and the female, but especially the latter. It contains two anatomically distinct components. They are the pelvic diaphragm and the urogenital diaphragm.
The pelvic diaphragm is essentially a fibro-muscular sheet that fills in the pelvic outlet. It thus closes off the inferior aspect of the abdominal cavity. Put simply, it prevents the abdominal contents falling out between our legs every time we stand up. In truth, the function is more sophisticated, as defined below:
• it acts as a seal to the inferior end of the abdominal cavity and thus allows us to raise the intra-abdominal pressure for a number of vital functions:
(a) to speak or cough - the force thus acts "upwards";
(b) to micturate, defaecate and in labour - "downward pressure";
(c) to provide a semi-rigid platform for muscular activity.
• it provides support (as in a sling) for the bladder and rectum in both genders and for the prostate gland (male), uterus and vagina (female).
• part of the diaphragm forms a component of the anal sphincter.
The urogenital diaphragm is separate from the pelvic diaphragm and exterior to it. It is triangular in shape and fills the public (or sub-public) arch. In contrast to the pelvic diaphragm,
• Has no pressure controlling facility
• Function is suspensory for the genitalia.
Reading
Essential Clinical Anatomy
pp 204-273
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the five pelvis and perineum classes you review these learning outcomes in the context of the pelvis and perineum as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe what is included within the region of the pelvis and perineum
Describe the abdominal wall muscles, their innervation and their relationship at the junction between the abdomen and pelvis
Describe the position of the inguinal canal and the structures that form the walls of the canal
Describe the contents of the inguinal canal in the male and in the female
Describe the structure and location of the rectum and anal canal
Describe the anal sphincters and the role of the pelvic floor in defecation
Describe the peritoneum in relation to the rectum
Describe the relations of the rectum and anal canal
Describe, name and demonstrate the pelvic bones, the sacrum and coccyx and the features of the bones
Describe and demonstrate the components of the pelvis - the iliac crest, the pelvic brim, the greater and lesser pelvis, the pelvic floor, the perineum
Identify and describe pelvic landmarks - the component parts of the bony pelvis, the pelvic brim and inlet, sacral promontory, symphysis pubis, obturator foramen, ischial tuberosity, ischial spine, the greater and lesser sciatic foramina and their boundaries, the sacrum and coccyx.
Describe and demonstrate the differences in shape and dimensions of the male and female pelvis
Define and demonstrate on skeletal specimens and radiographic images the anteroposterior diameter and the transverse diameter of the pelvic inlet or brim, the ischial bispinous diameter, anteroposterior and transverse diameters of the outlet, and the public (or subpublic) angle of the pubic arch.
(Class 2)
Define and describe the muscles of the pelvic wall, and their innervation
Describe the sacral plexus and the nerve roots that constitute it, and summarise the innervation supplied by it
Identify the pudendal nerve and describe its course and distribution
Describe the autonomic nerve innervation of the pelvic viscera and their role in defecation, micturition and ejaculation
Describe the components and organisation of the pelvic floor and define its functions
Describe and demonstrate the perineal body and explain its function
Describe and demonstrate the vertebral canal and its components, the spinal cord, the cauda equina, the dura, the subdural (spinal) and epidural spaces
Describe and demonstrate the pelvic diaphragm and explain its function
Describe and demonstrate the urogenital diaphragm and explain its function.
(Class 3)
Describe and demonstrate the structure and location of the kidney
Describe and demonstrate the structure, innervation and location of the components of the urinary system in the pelvis and on the posterior abdominal wall
Describe the anatomical structures, including innervation, involved in micturition
Describe the course and contents of the spermatic cord
Describe and demonstrate the relations of the pelvic viscera in the male
Describe and demonstrate the scrotum, the testis and its component parts and the spermatic cord and explain their functions
Describe and demonstrate the penis - the foreskin (prepuce), urethra, the glands and the corpus spongiosus, the erectile tissue of the corpora cavernosa
Describe the course of the penile urethra
Explain the innervation of the penis and of the functions of erection and ejaculation
Illustrate the lymphatic drainage of the penis and testes
Describe and demonstrate the major arteries of the pelvis and describe the territory supplied.
(Class 4)
Describe and demonstrate the position and relations of the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, fallopian tubes, ovaries and broad ligament
Describe and demonstrate the anatomical features and discuss the function of the pelvic organs - the bladder, ureters, rectum and anal canal, vagina, cervix, uterus, endometrial cavity and lining, fallopian tubes and ovaries
Describe and demonstrate the vesicouterine pouch and the rectouterine pouch (the pouch of Douglas) in the female
Describe the peritoneum in the female pelvis
Describe the broad ligament and its contents
Describe the muscles and ligaments that support the pelvic viscera in the female
Describe the changes in morphology of the uterus during the female's life and in pregnancy
Describe the positional changes in the bladder over a 24 hour period
Describe the basic structure of the placenta
(Class 5)
Define the region known as the perineum
Describe the structures that are found in the perineum in the male and in the female
Describe and demonstrate the superficial perineal space
Describe and demonstrate the deep perineal space
Describe the structures, their innervation and function, that are found in each of the perineal spaces
Describe the ischioanal fossa and its contents
Describe the blood and nerve supply of the perineum
Review the blood supply and venous drainage of the pelvis and perineum
Review the sacral plexus and the autonomic nerves to the components of the pelvis and perineum
Describe the lymphatic drainage of each viscus in the pelvis and perineum and be able to list the group(s) of lymph nodes that each structure drains lymph to.
After the Pelvis and Perineum classes you should review all of the learning outcomes listed above in the context of the pelvis and perineum as a complete region.
To assist in consolidating the anatomy you have studied in the Pelvis and Perineum classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 209-274
2. Use the Museum – additional Pelvis and Perineum models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Abdomen” to review material related to the Pelvis and Perineum.
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509
NB. With this CAL package material concerning the Pelvis and Perineum is included in the “Abdomen” sections.
b. Interactive Lab Practical (Select “Back & Pelvis” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Pelvis and Perineum – also cover areas of connections between Lower Limb and Pelvis, and Pelvis and Abdomen). Curiosity driven.
d. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Pelvis. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4. Acland’s DVD Atlas of Human Anatomy. This is available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Pelvis and Perineum. Information relevant to the Pelvis and Perineum classes is mainly to be found in the “Internal Organs CD (Part 3: Reproductive System)” and the “Trunk CD (Part 4: the Pelvis)”
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.
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. With regard to the Pelvis and Perineum you could consider:
a. the muscles involved in micturition
b. what muscles/ligaments support your pelvic viscera when your intra-abdominal pressure is increased eg during coughing
c. the lymph nodes to which pathogens may pass when the primary infection is located in the wall of the vagina/the body of the uterus/the ovary/…..
d. the route taken by spermatozoa from their production in the testis and their deposition in the female genital tract, and the mechanisms which allow that passage.
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
7 - 14 Head and Neck
The head and neck region is an amalgam of components of all of the systems of the body. It is a relatively small region in relation to the amount of time given over to it in any anatomy course but that is largely due to the fact the structures within the region are small.
There is, however, not one clear way in which the different components of the head and neck can be broken down into small easily understood units and then put together to provide an understanding of the whole. Perhaps in this region of the body you need to spend proportionately more time fitting the small units into the whole. A good understanding of the main parts of the skull will help you here as no structure in the head and neck is far away from the skull or cervical vertebrae.
Remember that the head and neck region is connected to other regions. Internally there is the brain that we will consider in a separate series of classes - these follow on from the head and neck classes. Inferiorly there is the thorax and laterally the upper limbs. Be sure that when you study the structure of the head and neck that you continue your understanding into those related areas ie) do not leave structures "dangling" at the margins of the head and neck.
Reading
Essential Clinical Anatomy
pp 495-642
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the eight head and neck classes you receive these learning outcomes in the context of the head and neck as a region, and in relation to its neighbouring regions.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the site of the bony landmarks of the various aspects of the skull
Describe, name and demonstrate the bones of the vault of the skull and the sutures that unite them
Describe the structure and function of the atlas and axis and contrast their appearances with those of the other cervical vertebrae
Describe the structure and movements of the cervical region of the vertebral column
Describe the structure of the neonate skull and the skull of a child and be able to to describe their differences and how they each differ from an adult skull
Describe the fontanelles of the neonate skull
Describe the dermatomes of the head and neck.
(Class 2)
Describe and demonstrate the normal movements of the face and illustrate descriptive terms for each
Describe and demonstrate the cutaneous innervation of the face, scalp and neck
Describe and demonstrate the muscles that produce the movements of the face and explain how the movements are achieved
List the muscles innervated by the facial nerve and describe the movements that they initiate
Describe and demonstrate the shape and position of the parotid gland and its duct
Describe the function of the gland and how this is achieved (innervation and drainage of its secretion)
Describe the relation of the external carotid artery and the facial nerve and its branches to the parotid gland
Describe the parts of the face innervated (sensory) by the divisions of the trigeminal nerve
Describe the structure of the scalp
Describe the blood supply to the scalp
Define an emissary vein
(Class 3)
Describe the surface anatomy of the neck and define the anterior and posterior triangles
Describe the arterial and venous pulses of the neck
Describe and demonstrate the surface anatomy of the neck and name, describe and demonstrate the triangles and their contents
Define the sternocleidomastoid muscle and trapezius and describe their innervation and actions
Describe the postvertebral muscles
Describe the main compartments of the neck
Describe the structures that pass between the neck and the head
Describe the structures that pass between the neck and the upper limb
Describe the structures that pass between the neck and the thorax
(Class 4)
Identify and name the teeth in a live subject and explain the functions of the various types;
Describe the basic structure and innervation of the teeth
Describe and demonstrate the mandible
Describe the temporomandibular joint
Explain the movements that produce mastication
Describe the muscles of mastication and their innervation
Define and describe the oral cavity, lips and gums
Describe the frenulum and the opening of the submandibular duct
Describe the boundaries and contents of the infratemporal fossa
Describe the hard and soft palate
Describe the muscles of the soft palate
The material on head and neck covered up to this point will be assessed in the head and neck 1 in-course assessment.
After the Head and Neck 1 – 4 classes you should review all of the learning outcomes listed above.
To assist in consolidating the anatomy you have studied in the first four Head and Neck classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp 498-640.
2. Use the Museum – additional Head and Neck models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
1. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
2. 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.
3. 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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a. the muscles and joints involved in getting eating your lunch
b. the muscles and nerves involved in smiling
c. the joints and muscles involved in movements of the head and neck
d. etc, etc
e. think of additional functional/clinical scenarios and work out the relevant anatomy.
(Class 5)
Describe the lips, oral cavity and gums
Describe the nature of the epithelial lining of the mucous membrane of the mouth and its normal appearance
Describe the situation, distribution and function of the minor (labial) salivary glands
Identify the hyoid bone and demonstrate the strap muscles that are attached to it and the myelohyoid muscle superior to it
Describe and demonstrate the midline structures superficially - the larynx, the trachea and thyroid gland
Describe and demonstrate the tongue
Describe the intrinsic and extrinsic muscles of the tongue, their actions and innervation
Describe the mucous membrane of the tongue and the taste buds
Describe the cervical plexus and the distribution of cervical nerves
Describe the origin, course and distribution of the phrenic nerve
(Class 6)
Demonstrate the hyoid bone, the larynx, the laryngeal prominence, the cricothyroid membrane and the thyroid gland
Describe, name and demonstrate the bony and cartilaginous skeleton and components of the nose on a person, and a skull
Describe the conchae
Describe the paranasal air sinuses and the openings into the nasal cavity
Describe and demonstrate the nasal passages and their continuity with the pharynx
Describe and demonstrate the components of the pharynx
Describe the pharyngeal muscles
Describe the process of swallowing
Describe the pharyngeal nerve plexus
Describe the lymphoid ring around the pharyngeal inlet
Describe and demonstrate the laryngeal inlet and epiglottis and differentiate the vocal folds (cords) and the vestibular folds
Describe the laryngeal muscles, their actions and nerve supply
Define and demonstrate the oesophagus anatomically and radiologically
Explain the passage of air and food from the mouth and nose to the trachea and oesophagus
Describe the thyroid and parathyroid glands
Describe the blood supply to the thyroid gland
Describe the relations of the thyroid gland
(Class 7)
Describe and demonstrate the normal movements of the eye and illustrate descriptive terms for each
Name the external surface components of the orbital contents
Review the surface anatomy of the eye and the lacrimal apparatus
Describe and demonstrate the bones that constitute the orbit and form its boundaries
Describe the content of the orbit
Describe, demonstrate and explain the function of the extrinsic muscle of the eye
Describe and demonstrate the optic nerve (CN II) and explain its function
Describe the blood supply and additional innervation of the eye
Describe and demonstrate the components of the globe of the eye
Explain and demonstrate the position and describe the function of the lacrimal glands
Describe the distribution of the tears
Describe the eyelids and the muscles that give rise to movements of the eyelids
(Class 8)
Define and demonstrate the components of the external ear and external auditory meatus
Outline the function of the external ear and the tympanic membrane
Describe the location of the internal ear within the skull
Describe the auditory tube
Describe the middle ear and the ear ossicles
Describe the components of the inner ear
Describe the relations of the facial nerve to the ear
Describe the vestibulocochlear nerve
Describe and demonstrate the external jugular vein
Describe and demonstrate the relative positions of the carotid artery, vagus nerve and internal jugular vein and their surface markings
Demonstrate the carotid artery pulse
Describe and demonstrate the vessels of the neck in continuity with the great vessels of the thorax
Define the areas supplied by the internal and external carotid arteries and their branches
Describe and demonstrate the lymphatic drainage of the face
Define the lymphatic drainage of the mouth, tongue, pharynx and other regions of the head and neck
Describe the postvertebral muscles
At the end of the series of head and neck classes (Classes 1 – 8) you should review the learning outcomes of this region as a whole.
To assist in consolidating the anatomy you have studied in the Head and Neck classes, and later for revision, you should:
2. (re) Read Essential Clinical Anatomy pp 498-640
3. Use the Museum – additional Head and Neck models can be provided on request to a member of staff
4. Use the Quiz/Test applications on the software packages loaded on the Anatomy computers:
a. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Head and Neck
Use the “MRI” button to get some help with interpreting Head and Neck MRIs
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 BM2509. 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 “Head and Neck” and then follow instructions). This application provides spotter style questions using images of cadaveric material.
Questions come within the level expected for BM2509.
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 Head and Neck – also cover areas of connections between Head and Neck and Thorax/Upper Limb). Curiosity driven.
e. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Skull, Head and Neck. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
5. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of Head and Neck. Information relevant to the Head and Neck is to be found in the Head and Neck 1 and 2 CDs.
6. 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.
7. 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.
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 and clinical conditions/procedures. With regard to the Head and Neck you could consider:
a. the structures involved in seeing, and eating your lunch as well as the delivery of enzymes in the oral cavity and oesophagus
b. the muscles and nerves involved in scowling
c. the route taken by soundwaves during hearing
d. the structures involved when you suffer from the common cold
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
15 - 20 Brain
The classes on the brain will provide you with a framework of the major structural components of the brain and spinal cord (the central nervous system) and of the origin, course and distribution of the 12 cranial nerves that arise from the brain.
The class material will concentrate on those components of the brain etc that can be seen with the naked eye. Much of our understanding of the brain and its supporting structures is related to the organisation of the brain that is beyond the naked eye - relevant material eg) pathways etc will be covered in your other lecture courses.
Reading
Essential Clinical Anatomy
pp496-518; 643-672
Learning outcomes
These are given (loosely) in class order. However, it is important that at the end of the six brain classes you review these learning outcomes in the context of the brain as a whole and in relation to the structures in the head and neck supplied by the cranial nerves.
At the end of the weeks' practical class you should be able to:
(Class 1)
Describe and demonstrate the base of the skull
Name the bones that form the floor of the skull and review their major features
Describe and demonstrate the names and extent of the cranial fossae and the major bones that comprise them
Demonstrate the groove of the middle meningeal artery and the markings of the superior sagittal sinus
Identify the foramen magnum and define its normal content
Describe, and name, the main foramina in the floor of the skull
Define the boundaries of the pituitary fossa
Describe the grooves in the floor of the skull caused by the presence of arteries and venous sinuses
Describe the blood supply that enters the skull to supply the brain and meninges
(Class 2)
Describe the basic organisation of the brain and the main component parts of the brain
Define the circle of Willis
Describe the blood vessels that contribute to, and arise from, the circle of Willis
Describe the basic embryology of the brain
Review what is meant by a spinal nerve arc
Describe the meningeal layers
Describe the main folds of the dura and the parts of the brain they separate
Describe the functions of the meningeal layers
Name the cranial nerves
(Class 3)
Review the basic plan of the brain and spinal cord
Know, and understand, the nomenclature particular to the brain and spinal cord
Describe the main sulci, gyri and lobes of the cerebral hemispheres
Describe the thalamus and hypothalamus
Describe the location and relations of the pineal gland and the pituitary gland
Describe the components of the brainstem
Describe the midbrain, pons, medulla oblongata and their major gross features
Describe the major features of the cerebellum and its connections to the rest of the brain
Describe, in basic terms, the ascending and descending spinal nerve pathways through the brain
Describe the general cranial nerve pathway and that of the optic and olfactory nerves
Define, and describe, the main sites of decussation (optic chiasma, corpus callosum, internal capsule)
(Class 4)
Define the circle of Willis
Describe the arteries that contribute to the formation of the circle of Willis
Describe the main components of the circle of Willis
Describe the main branches of the circle of Willis and their general distribution
Describe the distribution of the cerebral arteries
Describe the main veins of the brain and the cranial venous sinuses
Define the ventricles of the brain
Describe the location of the ventricles of the brain
Describe the site of production and absorption of cerebrospinal fluid (CSF)
Describe the arterial blood supply to the midbrain, hindbrain and spinal cord
Describe the blood supply to the meninges
(Class 5)
Describe the major internal features of the brain
(Class 6)
Given an overview of the origin, course and distribution of each of the cranial nerves.
At the end of the series of brain and spinal cord classes you should review the learning outcomes of these regions as a whole.
To assist in consolidating the anatomy you have studied in the Brain classes, and later for revision, you should:
1. (re) Read Essential Clinical Anatomy pp pp 524-530; 643-669.
2. Use the Museum – additional Brain models 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. Interactive Clinical Anatomy 2
Use “Main Text” then “Head and Neck” then select Brain and Central Nervous System to review relevant material
The “Quiz” application provides spotter style questions using images of cadaveric material.
The “MCQ” application provides MCQ type text questions.
Most questions come within the level expected for BM2509.
b. Primal 3D Interactive Head and Neck.
Use the “Anatomy” button to review material related to the Brain
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 BM2509. 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 and A.D.A.M. These CAL packages are not good for Brain
d. Imaging Atlas of Human Anatomy (Radiology) (Select “Contents” then Brain. Choose image, click on “OK” and then click on “Exam”. Follow instructions. Includes MRIs and CTs as well as X-rays. Curiosity driven.
4. Acland’s DVD Atlas of Human Anatomy. This available on the University network and access details (from the classroom desktop) are given elsewhere in this handbook. Use this software to gain an alternative insight (fresh dissected rather than embalmed cadaveric material) into the anatomy of the pelvis. Use the “Index” button in the Main Menu to locate information on specific areas of the Brain. Information relevant to the Brain classes is mainly to be found in the “Head and Neck Part 2 CD (Part 2: The brain and its surroundings)”
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.
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 and clinical conditions/procedures. With regard to the Brain you could consider:
a. the effects on the optic nerve of the expansion of the pituitary gland due to the development of a tumour
b. the route taken by blood to reach the cerebellum form the heart
c. the circulation of CSF
d. the passage that infection following a skin injury on the scalp may take to reach the brain
e. etc, etc
f. think of additional functional scenarios and work out the relevant anatomy.
Tutorial Sheets
BM 2509 – Tutorial 1 The pelvic floor
In this tutorial session, students will be expected to be active participants.
1. Describe the general appearance of the pelvic floor
a) Muscles
b) Ligaments
2. What is the function of the pelvic floor muscles? In your answer include their role in urination and defaecation.
3. How might the pelvic floor muscles be damaged during childbirth and what effects on normal structure and function may damage have in both the short term and the longer term?
BM 2509 – Tutorial 2 The temporomandibular joint and muscles of mastication
In this tutorial session, students will be expected to be active participants.
1. Describe the bony elements of the mandible and temporomandibular joint (TMJ).
2. What type of joint is the TMJ? Is it different from other joints of this general type?
3. What are the movements that can occur at the TMJ?
4. Name the muscles of mastication. Describe their action and nerve supply.
5. What muscles, other than the muscles of mastication described in 4 above, can act on the TMJ?
BM 2509 – Tutorial 3 – The orbit
In this tutorial session, students will be expected to be active participants.
1. Which bones form the orbital margin and which bones form the walls of the orbit?
2. What are the attachments, nerve supply and actions of the extrinsic muscles of the eye?
3. What are the attachments, nerve supply and actions of the intrinsic muscles of the eye?
4. Where is the lacrimal gland located? Describe its nerve supply.
What is the route taken by tears once secreted by the cells of the lacrimal gland?
What is the function(s) of tears?
5. What maintains the position of the eye within the orbit?
BM 2509 – Tutorial 4 The floor of the skull
In this tutorial session, students will be expected to be active participants.
1. Which bones contribute to the floor of the skull?
2.Locate and name each of the foraminae that carry cranial nerves. Match the cranial nerve to the foramina.
3. Locate and name each of the foraminae that carry arteries. Match the artery to the foramina.
4. Locate and name each of the foraminae that carry veins/venous sinuses. Match the vein/sinus to the foramina.
5. Describe the location of the pituitary gland and the trigeminal ganglion.
BM 2509 – Tutorial 5 the ventricles of the brain
In this tutorial session, students will be expected to be active participants.
1. Name each ventricle of the brain and describe its location within the brain.
2. Describe the connections that link the ventricles of the brain, the central canal of the spinal cord and the sub-arachnoid space.
3. Describe the circulation of CSF. Include where it is made and where it is absorbed in your answer.
4. What is the cause(s) of the medical condition known as hydrocephalus?
Tutorial Sheets
BM 2509 – Tutorial 1 The pelvic floor
In this tutorial session, students will be expected to be active participants.
1. Describe the general appearance of the pelvic floor
(a) Muscles
(b) Ligaments
2. What is the function of the pelvic floor muscles? In your answer include their role in urination and defaecation.
3. How might the pelvic floor muscles be damaged during childbirth and what effects on normal structure and function may damage have in both the short term and the longer term?
BM 2509 – Tutorial 2 Pelvic blood supply , lymphatic drainage and nerve supply
In this tutorial session, students will be expected to be active participants.
1. Describe the course of arterial blood from the left ventricle of the heart to the major pelvic viscera in both males and females.
2. Describe the return pathways of venous blood from the major pelvic viscera to the right atrium of the heart in both males and females.
3. Describe the lymphatic drainage of the main components of the male genital system.
4.Describe the lymphatic drainage of the main components of the female genital system.
5.What is the origin of autonomic nerves to the pelvic viscera?
6.What is the origin, course and distribution of the pudendal nerve?
BM 2509 – Tutorial 3 The temporomandibular joint and muscles of mastication
In this tutorial session, students will be expected to be active participants.
1. Describe the bony elements of the mandible and temporomandibular joint (TMJ).
2. What type of joint is the TMJ? Is it different from other joints of this general type?
3. What are the movements that can occur at the TMJ?
4. Name the muscles of mastication. Describe their action and nerve supply.
5. What muscles, other than the muscles of mastication described in 4 above, can act on the TMJ?
BM 2509 – Tutorial 4 – The orbit
In this tutorial session, students will be expected to be active participants.
1. Which bones form the orbital margin and which bones form the walls of the orbit?
2. What are the attachments, nerve supply and actions of the extrinsic muscles of the eye?
3. What are the attachments, nerve supply and actions of the intrinsic muscles of the eye?
4. Where is the lacrimal gland located? Describe its nerve supply.
What is the route taken by tears once secreted by the cells of the lacrimal gland?
What is the function(s) of tears?
5. What maintains the position of the eye within the orbit?
BM 2509 – Tutorial 5 The floor of the skull
In this tutorial session, students will be expected to be active participants.
1. Which bones contribute to the floor of the skull?
2.Locate and name each of the foraminae that carry cranial nerves. Match the cranial nerve to the foramina.
3. Locate and name each of the foraminae that carry arteries. Match the artery to the foramina.
4. Locate and name each of the foraminae that carry veins/venous sinuses. Match the vein/sinus to the foramina.
5. Describe the location of the pituitary gland and the trigeminal ganglion.
BM 2509 – Tutorial 6 the ventricles of the brain
In this tutorial session, students will be expected to be active participants.
1. Name each ventricle of the brain and describe its location within the brain.
2. Describe the connections that link the ventricles of the brain, the central canal of the spinal cord and the sub-arachnoid space.
3. Describe the circulation of CSF. Include where it is made and where it is absorbed in your answer.
4. What is the cause(s) of the medical condition known as hydrocephalus?
Tutorials
There are no short talks for BM2509. 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 are provided at the back of this booklet 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 notice board 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 & Other Learning Aids
Books
The following textbook is considered essential reading for the course:
"Essential Clinical Anatomy" by Keith L. Moore, Anne M.R. Agur and Arthur F Dalley, 4th edition, published by Williams and Wilkins. ISBN 978-1-60913-112-8
N.B. All reading references given in the practical synopses in this course manual are from "Essential Clinical Anatomy".
A small collection of books is available for students’ use in The Suttie Centre. These books must not be removed from Anatomy.
Other Anatomy Resources on the Web
There is a small cluster of Internet connected computers for student use in the Anatomy Museum and another small cluster in the study area next to the Anatomy office. These are available during term time on a first come first served basis; students should note that the room may be required for classes and thus will not be available for personal study when it is being used for this.
• http://www-sci.lib.uci.edu/~martindale/MedicalAnatomy.html
• http://www.kumc.edu/instruction/medicine/anatomy/histoweb/
• http://www.medicalstudent.com
• http://www.anatsoc.org.uk/ - on this site follow "links" then scroll down to find "education related sites"
Some stand-alone PCs with anatomy software are also available in the Anatomy Department - in the Resource Roo. 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)
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 that 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 that have not been specifically designed for your course. Much of the material in these packages is presented in greater depth than you are expected to know for the examination.
Acland’s DVD atlas of Human Anatomy
This is a series of 6 DVDs that have been produced in the USA (some of the images portrayed of donated cadaveric material would not be permitted under UK legislation) 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 Mp3 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 that you may choose to make use of eg. changing speed, zoom, etc
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 members are 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.
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 – i.e. 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 BM2509. 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 provided through the available CAL packages, including spotters, offered periodically during the course.
Pelvis and perineum summative assessment - 10%
Head and neck 1 summative assessment - 10%
Head and neck 2 summative assessment - 10%
Brain summative assessment - 10%
(Continuous assessment: 40% of total assessment)
The Head and Neck 1 assessment will cover material presented in Head and Neck classes 1-4 inclusive.
The Head and Neck 2 assessment will mainly cover material presented in Head and Neck classes 5-8 inclusive. However, it is likely that some content of this assessment may also include some material delivered in Head and Neck classes 1-4 but relevant to the material covered in classes 5-8.
Examination: 60% of assessment
• Takes place in the May diet, with a re-sit 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 re-sit diet will be held in August. A candidate who fails any course will be entitled to re-sit the examination in the January and August diets during the following academic session, as external candidates.
NB Continuous assessment marks will only contribute in the May diet of examinations which comes at the end of the course. The only exceptions to this will be those students who miss this examination through good cause or medical certification where the appropriate documentation has been submitted to the School Office within the required time. The continuous assessment marks for those candidates will be carried forward to the first sitting of the examination only.
The performance of all re-sit candidates will be determined on the examination results only.
Dr Prem Ballal
Mr David Chorn
Dr Asha Venkatesh
Dr Derek Scott, (Course Co-ordinator),School of Medical Sciences, d.scott@abdn.ac.uk Mrs Margaret Moir, Secretary (Anatomy), Tel 274320 m.moir@abdn.ac.uk, Lucy Hyde, School of Medicine, l.e.hyde@abdn.ac.uk Elizabeth Welsh, School of Medicine & Dentistry e.welsh@abdn.ac.uk
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 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 Stephanie Sweeney, ssweeney@abdn.ac.uk) or the Suttie Centre Anatomy Office (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) and (Dr Prem Ballal, p.ballal@abdn.ac.uk)
Convener of the staff/student liaison committee (Dr Gordon McEwan g.t.a.mcewan@abdn.ac.uk).
Adviser of Studies
Disabilities Co-ordinator (Dr Derryck Shewan d.shewan@abdn.ac.uk)
Staff members are based at Foresterhill (Suttie Centre) and we strongly encourage the use of e-mail, or telephone the relevant office. You may be wasting your time to travel to Foresterhill (Suttie Centre) only to find staff unavailable.
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.
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).
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.
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 (e.g. head, pelvis) and functional systems (e.g. reproductive system, nervous system).
NB Some regions and systems were covered in the BM2009 course, Human Anatomy A, which took place in Semester 1.
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 that 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 BM2509 - 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.
Museum and DR Opening Hours
The Museum and Dissecting Room will be available for self-study during the following times:
Monday - Thursday (including Wednesday pm) 9am - 4.45pm
Friday - 9am – 4.15pm (DR 9am –2pm Closed in PM)
(N.B. - It may be necessary to close for lunch from 1-2pm if staff are unavailable to supervise the Dissecting 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.
Class material will normally be changed on Monday mornings.
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/.
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
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").
Any predicted absence must be discussed in advance with relevant staff. Any absence on medical grounds must be confirmed by a medical certificate. Hand these certificates to Mrs Moir at the Anatomy Office (or the School Office at IMS) as soon as possible.
Code of Behaviour and Practice in the Dissecting Room (DR)
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.
Much of the course work is carried out in the Dissection Room (DR) at Marischal College. You will need to provide and wear a clean white lab coat in the DR.
YOU MUST ALWAYS WEAR YOUR LAB COAT WHEN IN THE DR.
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.
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.
PLESE NOTE THAT NO ONE, OTHER THAN THOSE AUTHORISED TO DO SO, IS ALLOWED TO ENTER THE ANATOMY FACILITY.
You are expected to pay your respects to those who donated their bodies at the Memorial Service in King’s College Chapel on Thursday 3rd May. 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 Dissection Room.
DO NOT:
• Bring friends or relatives into the Dissecting Room.
• Smoke, eat or drink in the Dissecting Room.
• 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 the Dissecting Room or from any other teaching location.
• Take your white lab coats from the Dissecting Room for use elsewhere.
• Take photographs.
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 fluids used to keep cadaveric material in good condition may have mixed with residual embalming fluid that is an irritant. 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 DR office. Advice should be sought from departmental staff in the event of more serious injury. All injuries should be notified to the Anatomy Safety Representative, Mr Ian Brown, who is trained in first aid.
Spillage of fluid on to the DR floor represents a hazard. Any spillage should be wiped up at once; staff will direct you as necessary.
The door outside the entrance to the DR is an Emergency Exit. The corridor in front of this exit must be kept clear at all times. All your personal items must therefore be deposited in the locker room. 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.
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 DR for reference during classes. You may also wish to make use of the anatomy software packages available on the computers in the dissecting 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 The Examination of Human Material
The preparation of dissections (prosections)
A considerable amount of time has been taken by staff to prepare dissections (pro-sections) 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.
Practical Synopsis and Learning Outcomes
HOW TO LEARN FROM PRACTICAL ANATOMY
Read the relevant pages in the Practical Anatomy Learning Guide before going to the practical. This may also include reading pieces from textbooks in addition.
Once at the practical, spend more time looking at the prosected specimens and models than writing notes off the boards. 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 and ask questions of the staff who are present.
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 textbook and learning guide, learn facts and practice skills once you go home to consolidate your learning. Visit WebCT site.
Re-visit the DR and other Anatomy teaching rooms during your "free" periods. As with other courses, you need to study at least the same amount of time again, as is formally timetabled, doing background study. 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 that 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.
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.
NB. Learn from your experiences in BM 2009 and, if necessary, modify your study methods to help you learn more effectively.
Personal Developmental Planning
Level 1 and 2 students are encouraged to develop a Personal Development Plan (PDP) to help them learn more effectively, make the most of their University time and plan for their future. Further details on PDP can be accessed from the School website at www.abdn.ac.uk/sms - click on "Undergraduate Teaching".
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]
BM2509 Human Anatomy B
THE HUMAN ANATOMY B (BM2509) COURSE IS HELD ON TUESDAYS (9 – 1 pm) and THURSDAYS (3.30 – 5.30 pm) WITHIN ANATOMY, SUTTIE CENTRE, FORESTERHILL (unless otherwise indicated).
Practicals are held in the Wet and Dry Teaching Rooms in Anatomy.
Tutorials are held in rooms as available – check list in Anatomy Wet Room
Any changes to this schedule will be announced.
Precise times and locations of tutorials and assessments will be provided in the Anatomy Wet Teaching Room the week before the event. Students must attend these at the specific times allocated.
For Anatomy Practical classes, students will be divided into two groups – Group A and Group B.
Details of these groupings will be posted on the Noticeboard in the Anatomy Wet Teaching Room.
Students must stick to the locations of their class as indicated below. However, from 5-5.30 on Thursdays, students may go to either the Wet or Dry Teaching rooms in order to confirm and consolidate any points from that week’s class.
Tuesdays
Week 30 31 32 33 34 35 36 37 41 42
Dry A B B A B A B A B
Wet B A A+B A B A B A B A
Thursdays
Week 30 31 32 33 34 35 36 37 41 42
Dry B A A B A B A B A
Wet A B A+B B A B A B A B
