Unit information: Health sciences: Anatomy in 2015/16

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

Element 1: Topographical anatomy

Element 2: Embryology

Element 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

In general it is intended that students will obtain a sufficient 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 and pelvic contents. Sufficient is defined by detailed learning objectives, guided by the general principle that students should be able to (a) describe structures and their location in the body, (b) explain how their essential functions are met by this structure, (c) find and recognize these structures on cadavers and living persons (as appropriate), (d) predict and describe the clinical consequences and presentations resulting from damage to these structures, (e) describe the normal and abnormal development of proscribed body structures, especially those in the head and neck, and (f) describe and explain potential spread of infections from the oral and facial environment by haematogenous, lymphatic and fascial routes. These objectives are designed to enable the dentist to meet the following GDC outcomes:

• 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 occlussal abnormalities

(GDC outcome 1.11.3)

• Put patients’(cadavers) interests first and act to protect them

(GDC outcome 1.1)

• Act with integrity and be trustworthy (GDC outcome 1.2)

• Respect patients’ (ie cadavers and their relatives) dignity and choices (GDC outcome 1.3)

• Protect the confidentiality (of cadavers and their relatives)

(GDC outcome 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)

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:

• 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).

• DSE: Students are given simple material (Directed Self Education or DSE) to prepare them for the lecture-related practical.

• 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).

• TUTORIAL. There is an (optional) 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:

• short-answer (one word or a single phrase) specimen-based spot test on topographic anatomy in December (80 questions, 40 minutes, counting 10%).

• short-answer (single sentence or few sentences) written paper on embryology in April (approx 12 questions, 60 minutes, counting 10%).

• short-answer (one word or a single phrase) specimen-based spot test in May on topographic anatomy, neuroanatomy and embryology, (120 questions, 60 minutes, counting 30%).

• short-answer (2 sides of A4 or less) written paper in June on topographic anatomy, neuroanatomy and embryology (10 questions, 120 minutes, counting 50%).

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

Reading and References

Core Book:

• Liebgott B. Anatomical basis of dentistry.3rd ed. Elsevier Mosby; 2010. ISBN 9780323068079.

• Drake R, Vogl W, Mitchell A. Grays anatomy for students. 2nd ed. Churchill Livingstone; 2010. ISBN 9780443069529.

• Moore KL, Dalley AF, Agur AM. Clinically oriented anatomy. 7th ed. Lippencott, Williams, Wilkins; 2013. ISBN 9781451119459.

• Sadler TW. Langman’s medical embryology. 12th ed. Lippencott, Williams, Wilkins; 2011. ISBN 9781451113426.