Unit information: Health sciences: Anatomy in 2013/14

Unit name	Health sciences: Anatomy
Unit code	ORDS10007
Credit points	40
Level of study	C/4
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	Bristol Dental School
Faculty	Faculty of Health Sciences

Description including Unit Aims

Year One unit, comprising three elements as follows: (1) Topographical anatomy, (2) Embryology, and (3) Neuroanatomy.

The general aim of the unit is to enable students to become acquainted with the detailed structure and essential function of those parts of the human body necessary for dental clinical practice, and also with the more general knowledge of the structure of less-dentally-centered anatomy to equip students to be able to function effectively as part of the general medical health-care team.

The unit is focused on practical application of the knowledge, rather than theoretical knowledge, so that students must be able to relate theory to practice on real human specimens.

Intended Learning Outcomes

• Students should obtain a knowledge and understanding of the structure and essential function of each organ and structure superior to the diaphragm, and a general knowledge of the abdominal contents.
• Identify relevant and appropriate dental, oral, craniofacial and general anatomy (GDC outcome 1.1.7)
• Recognise the dentist as an access point to and from wider medical health care (GDC outcome 1.8.1)
• Identify normal and abnormal facial growth (GDC outcome 1.11.1) and describe normal body development, and hence identify and explain developmental or acquired occlusal abnormalities (GDC outcome 1.11.3)

GDC outcomes 1.1-1.4

• Put patients’(cadavers) interests first and act to protect them (1.1)
• Act with integrity and be trustworthy (1.2)
• Respect patients’ (ie cadavers) dignity and choices (1.3)
• Protect the confidentiality (of cadavers) (1.4)

• Recognise and act within the GDC’s standards and within other professionally relevant laws, ethical guidance and systems - specifically the Anatomy Act. (GDC outcome 2.1)
• Take responsibility for and act to raise concerns about your own or others health, behaviour or professional performance (GDC outcome 2.4)
• Recognise and demonstrate own professional responsibility in the development of self and the rest of the team (GDC outcome 4.1)
• The student should acquire the skills necessary for locating and describing the various parts of each organ and structure superior to the diaphragm.

Teaching Information

There is a strong emphasis on the application of anatomy knowledge to real human specimens to display understanding rather than a rote-learning of ‘isolated’ anatomy theory. Hence the following methods and structure are used:

1. LECTURES. Between 2-4 lectures (50 mins each) are delivered each week and are coordinated with a closely-following practical (i.e. the lectures cover similar topics to those in the practical).
2. DSE. Students are given simple material (Directed Self Education or DSE) to prepare them for the lecture-related practical.
3. PRIVATE STUDY TIME. Students are given time-tabled time to complete the DSE (above).
4. PRACTICAL. There is a weekly 3 hour practical (which is student led and focused, with an emphasis on applying the theory to real living and cadaveric specimens, and also to radiographs).
5. TUTORIAL. There is a weekly 1 hour debrief tutorial (where students can resolve residual difficulties and misunderstandings with a clinically qualified member of staff and using human cadavers).

Assessment Information

Weekly formative assessments in the form of a short-answer (one word or a single phrase) specimen-based spot test, which is self marked for instant feedback.

Students are also informally ‘quizzed’ both as individuals and groups, in each weekly practical as formative practice in answering verbally.

There are four summative assessments including:

1. short-answer (one word or a single phrase) specimen-based spot test on topographic anatomy in December (80 questions, 40 minutes, counting 10%).
2. short-answer (single sentence or few sentences) written paper on embryology in April (approx 12 questions, 45 minutes, counting 10%).
3. short-answer (one word or a single phrase) specimen-based spot test in May on topographic anatomy, neuronanatomy and embryology, (120 questions, 60 minutes, counting 30%).
4. short-answer (2 sides of A4 or less) written paper in June on topographic anatomy, neuronanatomy and embryology (10 questions, 90 minutes, counting 50%).

Students must pass an aggregate of the summative assessments to pass the unit.

Reading and References

Students are referred to any of the major standard anatomy textbooks, but particularly Gray’s Anatomy for students, and Moore, Dalley and Agur’s ‘Clinically Related Anatomy’. Sadlers book on human embryology is one of several available for embryology.