Anatomy
Code
11103
Academic unit
NOVA Medical School|Faculdade de Ciências Médicas
Credits
13
Teacher in charge
Prof. Doutor João Goyri O´Neill
Teaching language
Portuguese
Objectives
Based on experience, and after careful observation of the programmatic ways, we believe that the correct approach will be: to start the Anatomy Curricular Unit by presenting an overview of the various areas of Normal Human Anatomy. After learning the various systems that compose the human body, the student will be taught the supporting structures, both bony and articular, that compose the passive portion of the locomotor system. Subsequently, students will be introduced to the active elements the locomotor system, that is to say the muscles. Finally, students will be taught the human organs, angiomorphology and the peripheral nerves.
The teaching of anatomy, as we see it, will be the promotion of a sound knowledge of Normal Human Anatomy, essential in preparing students for future learning in other curricular units of the MSc in Medicine. Only an extensive and solid knowledge in Normal Human Anatomy may enable the students to understand subjects like Anatomy of Development, Functional Anatomy, Radiological Anatomy, Ultrasound Anatomy, Endoscopical Anatomy, Topographic Anatomy and Clinical Anatomy (of either medical or surgical areas).
And so the main purpose of the teaching of the Human Anatomy can be fulfilled: the acquisition of anatomical knowledge essential to enable future physicians to provide the capacity for its application to various medical and surgical situations they will encounter in their professional activity.
The teaching of Anatomy is demanding! Demanding the dimension of knowledge that can be worked and communicated, but also due the need to teach the contents of Osteology, Arthrology, Myology, Human Organ and Angiomorphology to a universe of students who have not yet acquired the necessary and desirable accuracy of description, and that still lack the full capability of structuring knowledge. Thus, the extent and complexity of the material taught at the undergraduate teaching determines that this discipline must have an intense workload. Therefore, by looking at the Practical and Theoretical Courses Programs, one cannot help noticing that there are many hours of teaching and learning in this curricular unit.
First year students hold a level of general and specific knowledge that allows rapid and complete acquisition of the various topics covered throughout the course. However, the acquisition of the ability to structure and organize their work, allowing students an easier and faster apprehension of the program content, is also in association with the evolution of psychic maturation, and is a general objective of the curricular unit of Anatomy.
The Anatomy Curricular Unit also challenges students to search for more! The theoretical and practical knowledge of Normal Human Anatomy opens the door for the study of Regional and Topographical Anatomy through the optional curricular units of the integrated Masters in Medicine. The challenge of learning Anatomy, essential to the formation of any physician, also entails the invitation to learn more to be more."
Prerequisites
Subject matter
I GENERAL ANATOMY
Descriptive anatomical position and descriptive or reference planes.
General osteology. General arthrology. General myology. Organs. Cardiovascular anatomy. General Nerve Anatomy.
II LOCOMOTION ANATOMY
1. Locomotion General Human Anatomy
2. Head osteology
Cranial bones.
The frontal bone. Ethmoid bone.
Sphenoid bone. Occipital bone.
Parietal bones. Temporal bones. Sutural bones (Wormius).
Facial bones.
Maxillary bones. Zygomatic bones. Lacrimal bones. Nasal bones. Inferior nasal conchae. Palatine bones. Vomer bone. Mandible.
Hyoid bone.
General bony head
Skull in general. Face in general. Craniofacial cavities: nasal cavity, orbits, infratemporal fossae. Architecture of the skull.
Joints of the head and craniometry
Cranial, facial and craniofacial joints. Temporomandibular joint. Craniometrical points. Dimensions and indices of the head.
3. Bones and joints of the vertebral column
Bones of the vertebral column
Classification of vertebrae, general characteristics of the vertebrae; characteristics of vertebrae in each region; specific characteristics of certain vertebrae.
Joints of the vertebral column
Joints common to most vertebrae. Joints themselves to certain vertebrae. Joints between the spine and head.
General spine.
4. Bones and joints of the thorax
Bones of the thorax
Sternum. Ribs. Rib cartilages.
Joints of the thorax
Costo-vertebral joints. Costo-transverse joint. Condro-costal joints. Sternal-condral joints. Intercondral joints. Sternal joints.
General considerations on the thorax.
5. Bones and Joints of the lower limb
Bones of the lower limb girdle
Hip bone.
Pelvic joints
Sacro-iliac joint. Pubic symphysis. Sacro-tuberous and sacro-spinal ligaments. Obturator membrane.
General pelvis.
Bones of the thigh
Femur. Patella.
Hip joints.
Hip joint.
Bones of the leg.
Tibia and fibula bones.
Joints of the knee and leg
The knee joint. Tibiofibular joint top. Interosseous membrane of the leg. Inferior tibiofibular joint.
Foot Osteology.
Tarsus: talus bone, calcaneus, cuboid bone, navicular bone, cuneiform bones.
Metatarsals: 1st, 2nd, 3rd, 4th and 5th metatarsal bones.
Toes: proximal, middle and distal phalanges.
Arthrology of the ankle and foot
Ankle joint or talo-sural. Joints of the foot.
6. Bones and joints of the upper limb
Osteology of the upper limb girdle
Clavicle. Scapula.
Arm osteology
Humerus.
Arthrology of the cingulum of the upper limb
Acromion-clavicular joint. Coraco-clavicular ligaments. Intrinsic ligaments of the scapula.
Sternoclavicular joint.
Shoulder arthrology
Shoulder joint.
Forearm osteology
Ulna; radius.
Elbow and forearm arthrology
Elbow joint. Interosseous membrane of the forearm. Distal radio ulnar joint.
Hand osteology
Carpus: scaphoid bone, lunate bone, pyramidal bone, pisiform bone, trapezium bone, trapezoid bone, capitate bone, hamate bone. Metacarpus: 1st, 2nd, 3rd, 4th and 5th metacarpal bones. Fingers: proximal, middle and distal phalanges.
Arthrology of the wrist and hand
Wrist or radio-carpal joint. Joints of the hand.
7. Muscles of the head
Cutaneous muscles of the head.
Facial muscles of mimicry.
Masticatory muscles.
8. Muscles of the neck
Antero-lateral muscles of the neck
Superficial antero-lateral muscles. Supra-hyoid muscles. Infra-hyoid muscles. Pre-vertebral muscles. Deep lateral muscles.
Posterior muscles of the neck
Superficial posterior muscles of the neck. Deep posterior muscles of the neck.
Neck fascias.
9. Muscles of the dorsum
Muscles of the dorsum
Superficial dorsal muscles. Vertebral groove muscles. Dorsal fascias.
10. Thoracic Muscles
Costal muscles. Diaphragm. Thoracic fascias.
11. Abdominal muscles
Antero-lateral muscles of the abdomen.
Posterior muscles of the abdomen.
Fascias of the antero-lateral and posterior muscles of the abdomen.
Structures resulting from the fascias of the abdominal wall and weak points of the abdominal wall.
12. Muscles of the lower limb
Gluteal muscles.
Thigh muscles.
Antero-lateral muscles of the thigh. Medial muscles of the thigh. Posterior muscles of the thigh.
Leg muscles
Anterior muscles of the leg. Lateral muscles of the leg. Posterior muscles of the leg.
Muscles of the foot
Dorsal muscles of the foot. Medial plantar muscles of the foot. Lateral plantar muscles of the foot. Middle plantar muscles of the foot. Interossei muscles of the foot.
Fibrous sheaths and synovial sheaths of the tendons of the muscles of the leg. Lower limb fascias.
13. Muscles of the upper limb
Shoulder muscles
Anterior muscles of the shoulder. Medial muscle of the shoulder. Posterior muscles of the shoulder. Lateral muscle of the shoulder.
Arm muscles
Anterior muscles of the arm. Posterior muscles of the arm.
Forearm muscles
Anterior forearm muscles. Lateral forearm muscles. Posterior forearm muscles.
Hand muscles
Thenar muscles or lateral palmar muscles. Hypothenar muscles or medial palmar muscles. Middle palmar muscles of the hand. Interossei muscles of the hand.
Fibrous sheaths and synovial sheaths of the tendons of the muscles of the forearm. Upper limb fascias.
III ORGAN ANATOMY
1. Respiratory organs
Nasal cavities and annexes.
Nose. Nasal cavities. Paranasal sinuses.
Larynx.
Tracheo-bronchial tree
Trachea. Bronchi.
Lungs.
Pleurae.
2. Digestive organs
Oral cavity.
Dependencies of the oral cavity
Gums. Teeth (general characteristics). Language. Tonsils.
Salivary glands
Parotid glands. Submandibular glands. Sublingual glands.
Pharynx.
Esophagus.
Stomach.
Small intestine
Duodenum. Jejunum and ileum.
Large intestine
Right colon: blind, appendix, ascending colon, hepatic flexure and right colon, transverse colon. Left colon: splenic flexure or left colon, descending colon, sigmoid colon.
Rectum.
Anus.
Liver
Biliary Tree.
Common bile duct. Biliary accessory.
Pancreas.
3. Urinary organs
Kidneys.
Ureters.
Urinary bladder.
Urethra
Male and female urethra.
4. Male genital organs
Testicles.
Epididymis.
Scrotum and the spermatic cord.
Spermatic pathways.
Male genital glands.
Prostate. Bulbourethral glands (Cowper).
Penis.
5. Female genital organs
Ovaries.
Fallopian tubes.
Uterus.
vagina
Vulva.
Female genitals glands.
Minor vestibular glands. Major vestibular glands (Bartholin).
Breasts.
Bibliography
Core bibliography (adopted)
* Grays Anatomy Williams & R. Warwick W. B. Sauders.
* Clinically Oriented Anatomy K. Moore Williams and Wilkins.
* Anatomia Humana da Locomoção J. A. Esperança Pina - 4ª edição Lidel, Edições Técnicas.
* Anatomia Humana dos Órgãos J. A. Esperança Pina - 2ª edição Lidel, Edições Técnicas.
* Anatomia Humana do Coração e Vasos J. A. Esperança Pina - 2ª edição Lidel, Edições Técnicas.
* Anatomia Humana da Relação J. A. Esperança Pina - 4ª edição Lidel, Edições Técnicas.
* Anatomia Geral e Dissecção Humana J. A. Esperança Pina, A. Bensabat Rendas, Miguel Correia, J. Goyri ONeill e Diogo Pais - Lidel, Edições Técnicas.
* Atlas de Anatomia Humana Frank H. Netter Artmed, Editora.
Complimentary bibliography (recommended)
* Anatomia Humana (Descritiva, Topográfica e Funcional) Henry Rouvière e André Delmas 11ª edição Espanhola, ou 15ª edição Francesa, Masson.
* The Developing Human: Clinical Oriented Embryology K. Moore W. B. Saunders.
* Atlas of Human Anatomy with Integrated Text J. A. Gosling e al. Churchill Livingstone.
* Sectional Human Anatomy Han M-C & Kim C-W, Igaku-Shoin.
* Color Atlas of Anatomy J. Roben & C. Yokochi
Teaching method
To achieve the learning objectives of the Curricular Unit of Anatomy, the students will have to attend the lectures and practical sessions that will be complementary and will resort to different teaching techniques.
1) Theoretical Component:
The course consists of theoretical lectures, given to the
universe of course, with lessons of 90 minutes duration, in which the development of issues is preceded by the presentation of the summary of the lesson, and followed by a period for clarifying doubts in class.
The lecture should have as auxiliaries of exposure: an updated iconography illustrated with appropriate media resources, leaving to the discretion of the teacher whether or not to transfer the teaching material to students.
The end of the lecture should contain a summary of the topic, addressing the most important aspects, proceeding then to answer questions submitted by
students.
In the first lecture, it will be presented to students The guide for the theoretical lectures of Anatomy, where it will be defined for each class:
- Identify and contact the teacher;
- General objectives of the lesson;
- Specific objectives of the lesson;
- Pre-requisites (subjects that the student should have learned before each lecture in order to make the most out of each lecture);
- Summary;
- Self-assessment questions or exercises (to be done by each student after each lecture);
- Detailed bibliography.
The organization of the theoretical component (distribution of the Teaching staff by themes, calendar adjustments, teaching guidance, assessment of objectives fulfillment and overall quality) is the responsibility of the Regent Professor Professor João Goyri ONeill.
Theoretical Teaching Evaluation: All theoretical teaching is monitored by questionnaires of evaluation of the theoretical knowledge, to be completed by all students at the last lecture and also by specific questionnaires applied by the Cabinet for the Assessment of the Teaching Quality of the Medical Sciences Faculty.
2) Practical Component:
The programming of the Practical Course has been made in such a way that the teaching staff is able to can make a personal and creative commitment in the structuring and teaching of the practical lessons.
The Practical Component is integrated in the sequence o the Theoretical Course, being complimentary to the latter. The Practical Course consists of 2 classes per week, each of 110 minute duration. Each practical class should not exceed 15 students.
Parameters to be considered in the structuring of Practical Sessions,
by each Faculty member, will be among others:
a) - Tutorial Education open to students participation.
b) - Laboratory Work with anatomical models and cadaveric material
c) - Work of Bibliographic Research
d) - Project Work
e) Work of Self-Assessment of Learning
a) Teaching Tutorial open to students participation
The subject of the practical class should be in the class summary, according to the Practical Course Program, that can be found in the Practical Course Appendix.
The management and time distribution of the tutorial component depends on the nature of the teaching subject and should include a period of exposure of the material by the teaching assistant and / or students, after which follows a period to answer questions.
It should be taken into account, what is the incentive to give to students so that they can overcome their natural inhibitions about speaking before a group.
During this act of exposure the teacher must be particularly attentive to the rigor of the scientific and sequential structure of the descriptive elements.
The teachers should correct the description, adding new descriptive elements and other elements derived from their experience as physicians, this contribution being possible due to the fact that all teachers of the Course Unit of Regional Anatomy I are provided with activity and different degrees of experience in clinical practice.
The teachers must foster an environment that contributes to the creation of a spirit of mutual help among the students.
Therefore, it will be possible to maintain and stimulate students' motivation, helping them to continuously increase their knowledge of Anatomy.
b) Laboratory Work with anatomical models and cadaveric material
The attempt to replace human cadaveric parts by their respective plastic models or by models of other nature is always a choice of lower reliability, because, however perfect the execution of models is, models do not accurately represent anatomical reality, nor contemplate what is normal anatomy or the anatomical variations. Nothing replaces the human cadaver fresh or embalmed.
It is essential to instill the respect due to human body and the selfless attitude that results from living donation of the body to study and dissection should be emphasized. Cadaveric dissection leads the student of Anatomy to the knowledge of the ultimate end of man as matter, allowing a true and scientific contact with the end of a biological life cycle.
However, the experience of dissection without knowledge of Normal Anatomy, would alter its essence. Dissecting without prior learning would truly be a disregard of the corpse. Thus, our perception is that most students can only be fully prepared to the experience of dissection after completion of the Course Unit of Anatomy.
Thus, the Curricular Units of Regional Anatomy aim to achieve in their teaching scope the initiation to cadaveric dissection: a critical element in the Practical Anatomy Courses. The cadaveric dissection in anatomy courses,
should not be seen as merely an attempt to identify the previously studied corpse structures. It must be remembered that the dissection of a corpse is one of the first experimental acts performed by students, training them for the proper handling of instruments useful for their future as a doctor, in addition to stimulate the development of learning in the realm of attitudes and values.
To achieve this objective in the course of Anatomy, commitment, existence of good will and human and technical resources are not enough, being essential the existence of human cadavers.
It is here, during the practical training of Anatomy that students must learn to dissect and only later, as a result of the course, to begin their surgical practice, and not the reverse.
c) Bibliographic Research Work
Time for the training in bibliographic research on the anatomical areas in study or on a particular subject, and the results late applied in the practice of Dissection, presented and / or discussed with the teacher.
Students must turn to other sources of bibliography recommended or other sources of recognized scientific value that they come across, namely in the Library of the Department of Anatomy, the Library of the Faculty of Medical Sciences or websites or publications in the area medical knowledge or the morphological sciences.
The work in this kind of class can be conducted outside the room usually attributed to practical sessions - Anatomical Theatre - but the Teachers should however meet the students in the class, to register the attendance and to guide work for the allotted time for class.
d) Project Work
The practical work by student groups, should be encouraged, as it represents a mode of group study. Among the works to be done, each student should have at least one work project that will count for the final evaluation of the student in the course. This work should be based on the work of Human Dissection performed and can be presented in the form of posters, anatomical models, multimedia presentation or other support, if previously accepted by the Faculty.
e) Work of Self-Assessment of Learning
Teaching Periods for the execution of activities of self-evaluation of knowledge and learning. Students are challenged to answer questions (written or oral, that may go through the identification of structures in the body dissected) from a database created by the various teachers and available equally to all teachers.
Thus, students can monitor the knowledge they acquired or not, by answering the questions, which seek to assess the ability of the student to accomplish the proposed goals for the Curricular Unit and its syllabus.
Assessment of the Practical Teaching: Questionnaires will be applied to Evaluate the Practical Teaching, aimed at each teacher. These questionnaires will be validated by the Department of Medical Education. Data analysis and feedback to teachers is the responsibility of the Direction of the Department of Anatomy and the Department of Medical Education in the Faculty of Medical Sciences New University of Lisbon.
Evaluation method
The development of a uniform evaluation scheme is mandatory to standardize the criteria that evaluate the student globally and continuously. It incumbent on each member of the teaching staff to follow the general guidelines in this regard and to communicate any specific arrangements to each class in their first meeting.
In Anatomy, student assessment should be based on different parameters to evaluate not only their actual level of knowledge but also their reasoning skills, their innovativeness, and their ability to adapt to new situations and questions that are posed.
It is necessary to assess, albeit indirectly, the future doctors, taking into account their human capacities and ethics. In this way, students are prepared from the first year of the course to have a scientifical and humane approach of patients.
a) Continuous Practical Assessment (30%)
Continuous assessment is the responsibility of each class assistant and it will take place in all practical classes, by addressing the topics taught in the theoretical course. Students shall be asked by the teacher, to expose subjects, addressing specific details, and may on their own initiative address the description of a topic of their interest, as long as it is in close relation to the objective of the class in which they participate.
The final works will be presented in groups orally, succinctly and clearly. The teacher should evaluate not only exposure, but also the dedication and effort put into the work, and the completeness of the literature review for preparing the talk.
Continuous assessment should also evaluate the overall characteristics of students, with regard not only to their level of knowledge but also attendance and punctuality, ability to boost workgroup in the groups they are integrated, and relationships with teachers and students. Group work will be valued.
The group works should be presented orally in a succinct and clear manner. The teacher / jury will assess not only the exhibition and scientific rigor but also the dedication and effort put into the study and literature search for preparing the presentation.
The continuous assessment of students should not disrupt the normal functioning of the theoretical and practical courses of the discipline, nor directly or indirectly that of other disciplines.
This assessment is quantitative, ranging from 0 to 20. The following should be noted:
è With a rating lower than 10 the student will have to repeat the Practical Course and may not seat the Final Exam.
è With a rating above 10 the student may seat the Final Exam.
Special Regimens for the Practical Assessment - any student who is recognized the special status that waives the mandatory attendance of the Practical Course (that is to say, the compulsory two-thirds of classes taught) and who has not obtained a Practical Evaluation that allows access to the Final Exam may perform a Practical Exam regarding the content of the Practical Program. The date for this exam will be posted between the end of the Practical Course and the first day of the First Exam Season.
è With a rating lower than 10 points the student will have to repeat the Practical Course and may not seat the Final Exam
è With a rating above 10 the student may seat the Final Exam.
b) Middle Term Written Evaluation (20%) - ANATOMY OF LOCOMOTION
It will be held in NOVEMBER 2014 in the Amphitheaters of the main building of the Medical Sciences Faculty New University of Lisbon. This is a test consisting of multiple choice questions, true and false, matching, legending images and / or short answers.
This assessment is quantitative, ranging from 0 to 20: