Human Structure
Total Contact Hours:
206 hours
Course Director:
Gary Nieder, Ph.D., Professor, Neuroscience, Cell Biology, and Physiology
Course Description:
This course provides a comprehensive study of the structure and development of the human body at the macroscopic level. Students will learn about 10,000 anatomical terms and structures, the physical relationships among those structures, and how those structures develop in the embryo. Although this course covers a great deal of material in a short time, it does provide the student with a solid introduction to the structures of the human body in preparation for learning more at the microscopic and functional levels in subsequent courses. For most students, the dissection component of this course provides them with their first experience with a donor's body and the opportunity for reflection upon their emerging role as physicians who respect both the living and the deceased. Working collaboratively with others is essential, since donor dissection is done in small groups and team-based learning is used throughout the course.
Course Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:
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What does our institution want our graduates to do? |
If your students mastered the content of your course, what would they be able to do? |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
How will students get the information they need to learn? |
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1. Institutional Objectives |
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3. Assessment |
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Recognize, name and describe the important three-dimensional relationships and functions of specific gross anatomical structures in the all body regions, including: bones; joints and associated ligaments; muscles; nerves; vasculature; and internal organs of the major systems (cardiovascular, gastrointestinal, respiratory, excretory, reproductive, endocrine, nervous system and special senses). |
Written and practical exams TBL |
Exam question banks Practice practicals |
Textbook readings Online lectures Clinical correlation lectures Dissection lab demo sessions Dissection labs Open revie |
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Recognize and explain the importance of clinically relevant surface anatomy features of the body. |
Written and practical exams TBL |
Exam question banks Practice practicals |
Textbook readings Online lectures Clinical correlation lectures Dissection lab demo sessions Dissection labs Open review |
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Recognize and name specific anatomical structures in plain x-ray films, CT and MRI images and anatomical cross sections. |
Written and practical exams TBL |
Exam question banks Practice practicals |
Textbook readings Online lectures Clinical correlation lectures Dissection lab demo sessions Dissection labs Open review |
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Describe the embryologic development of the human form from gametogenesis through formation of the basic body form, as well as development of the body systems: musculoskeletal; nervous; cardiovascular; respiratory; gastrointestinal; urinary; and reproductive. |
Written and practical exams TBL |
Exam question banks Practice practicals |
Textbook readings Online lectures Dissection lab demo sessions Dissection labs Open review |
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Recognize the importance of normal anatomical variation. |
Practical exams |
Practice practicals |
Dissection lab demo sessions Dissection labs |
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Recognize and describe the etiology of selected developmental defects. |
Written and practical exams TBL |
Exam question banks |
Textbook readings Online Lectures Clinical correlation lectures Open review |
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Apply simple clinical reasoning by recognizing traumatic injury and other anatomically-based disease states (nerve lesions, for example). |
Written exams TBL |
Exam question banks |
Online lectures Clinical correlations lectures Open review
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Solve complex problems effectively in teams. |
TBL |
Dissection labs |
Learning through practice of group activities (dissection lab and TBL) |
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Work effectively in teams or independently to complete projects in a defined time-frame. |
No formal assessment |
Dissection labs |
Learning through practice of group activities (dissection lab and TBL) |
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Teach fellow students and learn from fellow students in a peer-learning mode. |
TBL |
Dissection labs |
Learning through practice of group activities (dissection lab and TBL) |
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Provide constructive feedback to peers and respond to constructive feedback. |
TBL Peer Feedback |
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Year 1 Orientation sessions |
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Support their working teams through adequate preparation, punctuality and creation of a positive, encouraging atmosphere. |
TBL Peer Feedback |
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Year 1 Orientation sessions Mentoring by faculty to address cases of unprofessional conduct or interpersonal problems.
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Exhibit professional and ethical behaviors regarding patient confidentiality and respect for human materials. |
no formal assessment |
Dissection labs |
Syllabus and lab orientation session explaining expectations. Mentoring by faculty to address cases of inappropriate behavior regarding either donor confidentiality or respect and physical care of donor materials in the lab. |
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Treat fellow students, faculty, teaching assistants and BSOM staff with courtesy and respect. |
TBL Peer Feedback |
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Mentoring by faculty to address cases of unprofessional conduct or interpersonal problems. |
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