ANAT SC 3105 - Limb Dissection

North Terrace Campus - Semester 2 - 2015

This course will involve a study of the functional anatomy of the limbs through dissection and the study of prosected specimens, radiographs and bones. Students will dissect upper and lower limbs. Students will work in groups of 4 and will be expected to do appropriate reading and preparation prior to the beginning of the dissection.

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Course Details

Course Code	ANAT SC 3105
Course	Limb Dissection
Coordinating Unit	Anatomy and Pathology
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to Level II MBBS students only
Assessment	Dissection 30%; knowledge - 2 hour written paper & oral assessment 70%

Course Staff

Course Coordinator: Dr Chris Jones

Course Coordinator: Dr Jaliya Kumaratilake
Phone: +61 8 8313 5478
Email: jaliya.kumaratilake@adelaide.edu.au
Location: Discipline of Anatomy and Pathology, Room N125, Medical School North

Course Timetable

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

Course Learning Outcomes

1	Describe basic structure, arrangement and functions of the bones of upper and lower limbs.
2	Describe the basic arrangement of the fascia and fascial compartments in the lower and upper limbs. Also should be able to describe the nerve supply and the functions of the muscles in each compartment of upper and lower limbs.
3	Identify the muscles of the upper and lower limbs and describe their basic arrangement and the functions. In muscles that are of structural, functional and/or clinical importance, students should know the specific relevant details (Eg. Proximal and distal attachments, the direction of muscle fibres).
4	Identify the structure of the brachial plexus including the surface anatomy; the arrangement of the nerves in both upper and lower limbs including their nerve roots; the common sites where the nerves are likely to get injured and how the injuries at these sites occur. In addition, students should be able to describe the anatomical basis for the reduced/loss of motor and sensory functions that result from the nerve injuries, and the specific signs that could result from the nerve injury.
5	Describe the arrangement of the main arteries, their branches and the areas supplied by them; arrangement of main veins, their tributaries and the areas drained by them, and the main lymphatic drainage of upper and lower limbs.
6	Describe the basic structure, function and stability of sternoclavicular, acromioclavicular, elbow, proximal and distal radioulnar and tibiofibular, and ankle joints. In addition, students should be able to describe in detail structure, function and stability of shoulder, hip and knee joints. In these three joints the stability and also the blood supply of the hip joint are important.
7	Identify parts/features of the upper and lower limbs in radiographs.
8	Describe/demonstrate specific surface markings to locate clinically important 最新糖心Vlog/features in the upper and lower limbs.
9	Develop the skills to dissect and demonstrate target 最新糖心Vlog in the upper and lower limbs.

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1-9
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	3-5, 7
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	2, 4, 6
Skills of a high order in interpersonal understanding, teamwork and communication.	9
A proficiency in the appropriate use of contemporary technologies.	4, 9
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	3, 4
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1, 2, 4

Learning & Teaching Modes

Learning will be done by dissections of upper and lower limbs. This learning will be supported by a dissection guide, lectures, textbooks and regular formative assessments. Bones, radiographs, potted specimens and prosected upper and lower limbs kept in Room S406 and the Dissecting room (Basement, South wing, Medical School) will be available for student learning. In addition, tutors (four) will be available during the dissections to assist in the dissection and learning. All learning sessions (dissections and lectures) will be done in “small group” teaching mode.

Workload

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

1 hour of lecture and three hours of dissection per week. In addition, 3-4 hours of learning/preparation per week.

Learning Activities Summary

Week	Topic	Lecture
Week 1	Lecture 1 Dissection session 1	Upper limb – skeleton Dissection of upper and lower limbs
Week 2	Lecture 2 Dissection 2 Formative assessment 1	Upper limb – muscles Dissection of upper and lower limbs Pectoral girdle, bones of limb, surface anatomy, shoulder region (posterior dissection, anterior dissection), limb (arm and cubital fossa)
Week 3	Lecture 3 Dissection 3	Upper limb – hand Dissection of upper and lower limbs
Week 4	Lecture 4 Dissection 4 Formative assessment 2	Upper limb – nerves Dissection of upper and lower limbs Anterior dissection – forearm, hand; posterior dissection – arm, forearm, hand
Week 5	Lecture 5 Dissection 5	Upper limb – nerve injuries and blood vessels Dissection of upper and lower limbs
Week 6	Lecture 6 Dissection 6 Formative assessment 3	Upper limb – joints, axilla, superficial veins Dissection of upper and lower limbs Upper limb – joints (shoulder and elbow joints) Lower limb – pelvic girdle, limb bones, radiology
Week 7	Lecture 7 Dissection 7	Lower limb – skeleton Dissection of upper and lower limbs
Week 8	Lecture 8 Dissection 8 Formative assessment 4	Lower limb – muscles Dissection of upper and lower limbs Lower limb – surface anatomy, inguinal region, superficial veins, thigh (anterior compartment, medial compartment); leg (anterior and lateral compartments) and dorsum of the foot.
Week 9	Dissection 9	Dissection of upper and lower limbs
Week 10	Lecture 9 Dissection 10 Formative assessment 5	Lower limb – blood vessels, nerves Dissection of upper and lower limbs Lower limb – posterior dissection (gluteal region, leg, foot), joints (hip, knee and ankle joints)
Week 11	Lecture 10 Dissection 11	Lower limb – joints Dissection of upper and lower limbs
Week 12	Lecture 11 Dissection 12	Revision – discussion of questions Dissection of upper and lower limbs
Week 13	Revision by students	Upper and lower limbs

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Formative Assessment 1	Formative	-	1-8
Formative Assessment 2	Formative	-	1-8
Formative Assessment 3	Formative	-	1-8
Formative Assessment 4	Formative	-	1-8
Formative Assessment 5	Formative	-	1-8
End of semester theory paper	Summative	70%	1-8
End of semester oral assessment	Summative	10%	1-8
Dissection evaluation	Summative	20%	9

Assessment Detail

1) Formative assessment 1 – short and long answer essay type questions, students do on their own time.

2) Formative assessment 2 – short and long answer essay type questions, students do on their own time.

3) Formative assessment 3 – short and long answer essay type questions, students do on their own time.

4) Formative assessment 4 – short and long answer essay type questions, students do on their own time.

5) Formative assessment 5 – short and long answer essay type questions, students do on their own time.

Formative assessments 1-5 covers most of the important aspects (structure, function and clinical aspects) of upper and lower limbs. They indicate the areas of importance, the depth at which different parts should be studied and the type of questions that the students will face in the summative assessments.

6) End of semester theory paper: It is a 2 hours paper for the assessment of knowledge, consists of short and long answer essay type questions and accounts for 70% of the total summative assessment.

7) End of the semester oral assessment: Focus on knowledge, particularly the aspects that were not assessed in the theory paper. It is summative and accounts for 10% of the total assessment.

8) End of the semester dissection evaluation: It is for the assessment of dissection skills and accounts for 20% of the total summative assessment.

Submission

Any potential difficulties in meeting assessment deadlines should be discussed with the course coordinator. Extensions for due dates will only be granted in accordance with 最新糖心Vlog of Adelaide policy. http://www.adelaide.edu.au/student/exams/supps.html

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

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SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

At least once in two years a SELT evaluation is carried out and changes are made to the course according to the SELT feedback and the feedback received from individual students. In addition, during the marking of examination papers, student performances are taken as feedback and changes are made to the course accordingly.
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