最新糖心Vlog

Course Co-ordinator: Dr. Nicolene Lottering
Location: Room N322, Level 3, Medical School North 
Tel: +61 8 8313 5342
Email: nicolene.lottering@adelaide.edu.au

Course Email: msk_admin@adelaide.edu.au

1	Identify and annotate skeletal 最新糖心Vlog of the axial and appendicular skeleton, including landmarks of muscle attachment, and describe the type, structure and function of bones.
2	Describe the detailed anatomy of the muscular, nervous systems and vasculature of the upper and lower extremities, vertebral column and head and neck, on human cadaveric specimens, digital resources and medical images.
3	Relate the biomechanics and anatomical constituents (e.g. concentric functions of muscles), at the micro and macro levels of organisation, to growth and development, human movement and mechanisms of injury and disease.
4	Differentiate types of joints and their macroscopic anatomy, including major ligaments, connective tissue 最新糖心Vlog and bursae; explain and recognise high-incidence joint injury and pathology on principal imaging modalities
5	Summarize the regional and compartmental innervation of major nerve plexuses; and describe the causes, functional changes in movement and clinical assessment associated with lesions and plexopathies.
6	Reduce a complex functional problem to basic principles and explain the mechanism of the problem using lay person and appropriate anatomical terminology  by working in small groups.

1. Atlas of Clinical Gross Anatomy, 2nd edition, 2005 by Kenneth Prakash Moses et al., published by Saunders (imprint of Elsevier). ISBN: 978-0-323-07779-8
2. Manual of Structural Kinesiology, 19th edition, 2014 by RT Floyd and Clem Thompson, published by McGraw-Hill Education. ISBN 13: 978-0-07336-929-7

Recommended Apps (Mobile, Tablets or Laptops)

1. Essential Anatomy 5 or Complete Anatomy, 2018 by 3D4Medical.com LLC (available at 3D4Medical.com; Apple App Store or Microsoft Store)

This course will use Canvas as an eLearning platform for the dissemination of lecture notes and recordings, tutorial activities, and deployment of summative quizzes. Course content will be subdivided into modules in Canvas; each with folders disseminating copies of the didactic lecture notes, articulate storyline lectures, anatomy resource session notes; as well as folders with formative and summative assessment tasks relevant to each module. This course will also encompass blended learning approaches using innovative teaching styles including lightboard technology and videoscribe conceptional multimedia. Canvas will be used as the primary platform for announcements, the integration of learning pathways and to deploy student update emails. Private social media channels (medium TBD based on pre-class evaluation data) will be developed to encourage discussion, communication and resource sharing between students for spaced-and-paced revision.

The course curriculum is segregated into introductory lectures and three content modules, divided by anatomical region. Specifically, students will be: introduced to the basic concepts of biomechanics, the macro and micro-structure of soft and hard tissues of the musculoskeletal system (MSK), followed by common radiological modalities and their radiographic interpretation associated MSK anatomy and pathology, including plain radiography, multi-slice computed tomography and magnetic resonance imaging, in the introductory module. This will be followed by segregation of MSK regional anatomy, including the osteology, arthology,neural, muscular and vascular systems for the (1) upper and (2) lower limbs; and (3) trunk (including the pectoral region, anterior and posterior abdominal walls and vertebral column); and (4) head and neck.

Content for each module will be delivered using a blended/hybrid teaching and learning approach under a Flipped Classroom (Karanicolas and Snelling, 2017) and Teaching with Technology Framework (Lottering, 2018), with approximately 4-5 didactic lectures, as well as a compulsory case-based learning workshop each week to apply concepts to a real-world, clinical context based on common MSK trauma, pertaining to each anatomical region. The pedagogy associated with this unit is characteristic of a spiral curriculum, revisiting introductory topics (osteology and neuromuscular systems) covered in year 1 and extending towards topics covered in year 3 i.e. “Applied Clinical Anatomy” which will cover sectional anatomy, radiological interpretation and patient assessment.

The weekly anatomical resource sessions are designed in a form of team-based collaborative learning that incorporates small group activities at each content station and a summative assessment station. It is anticipated that students will have an enhanced learning experience through the use of team-based learning and peer teaching. The resource sessions are intended to extend and amplify student understanding of material presented in lectures in an interactive format, where they are given opportunities to seek clarification on any aspect of the topics covered, as well as to tackle concepts that might be difficult to grasp. Students will be exposed to cadaveric material, anatomical models, surface anatomy and medical images; combining a traditional “wet-laboratory” with interactive multimedia activities (e.g. virtual reality, Kahoot! quizzes and flag-races).

Students will also gain an understanding of the three-dimensional spatial arrangment of the human body using state-of-the-art virtual and augmented reality technologies and software in this course. Dr. Lottering has been a pioneer in VR medical education through implementation of HTC VIVE VR system into laboratory learning activities, revision sessions and formative assessment using a small group discovery experience (SGDE) format and championing new visions of teaching excellence through virtual reality app development and software validation in collaboration with Bond 最新糖心Vlog, specific to the MSK curriculum. Students will also be required to complete formative assessment in the form of  weekly spotter tests or online quizzes for each module, designed both to test students understanding of the content and to reveal to them what information may need further revision. This assessment will encourage students to keep up with the material throughout the course, and provides an opportunity for continual feedback. Select questions from the online quizzes, formatted to include multiple choice, fill-in-the-blanks, hot spots and short response type questions, will beincluded in the End of Semester theory exam.

2018 SELT FEEDBACK
Overarchingly, in 2018 the course fail rate and student satisfaction continued to improve since, dropping to 13%, whilst the broad agreement pertaining to the quality of the course improved to 97%. This may be attributed to the implementation of the Teaching with Technology Framework and Students-as-Partners Framework that Dr. Lottering has developed and implementated for this course. Correlated to the reduction in fail rate, student engagement and satisfaction improved between 2017 and 2018, with increased broad agreement in the majority of performance criteria. Specifically for criteria 10 (I am satisfied with the quality of this course),

C01	C02	C03	C04	C05	C06	C07	C08	C09
6.2 (97%)	6.4 (96%)	6.5 (96%)	6.4 (100%)	6.3 (96%)	6.2 (96%)	6.1 (96%)	6.4 (96%)	6.1 (100%)

*Data represents the mean likert (broad agreement).

Best Aspects of this Course:
• "Engaging learning (allowing students to perform physical examinations), practical aspects - exam (visual), tutors and lecturers suggestions were very useful in terms of the applications + softwares they recommended and even ways to study for the course"
• "I really enjoyed all the content, learning about MSK has been really interesting.I loved the labs, they were extremely helpful for the practical exams and for putting all of the theory into context.All the peer leaders were great, and I really enjoyed working with them. They were excellent at answering questions. Nicolene is such a good lecturer and explains everything really clearly. The overall organisation of the course was reallygood and made it less stressful. There was lots of support as well."
• "The fact that we have peer leaders as well as demonstrators from past years of this course makes accessing validinformation and helpful tips easy. Most other courses there are just the lecturers which is not nearly as helpful as this aspect of teaching from the peers and demonstrators"
• "This was a wonderful course! There were enough classes to facilitate understanding of concepts, sufficient revisionwas provided for assessments (especially for the exam), and many sources of help were provided"
• "The range of materials to learn from is large. The teaching is also very engaging and informative. I enjoy the sense ofcommunity made by the social media groups and pages."