Clinically Relevant Human Anatomy | Arts and Science ONLINE

Clinically Relevant Human Anatomy

Human body system
ANAT 380/3.0

ANAT 380 will explore regional anatomy of the human body focusing on the major organ systems, their components, and the relationships between them. In this course, students will apply anatomical knowledge to collaboratively solve case-based clinical scenarios, and develop a realistic clinical case based on an underlying anatomical issue.

Learning Outcomes

With successful completion of this course, students will be able to:

1. Analyze the gross anatomy of the organs that constitute the different regions of the human body to predict the physiological functional relationship.

2. Integrate module content, medical terminology, and external medical literature to collaboratively solve case-based problems related to anatomical issues.

3. Apply knowledge gained from course content to develop an anatomically accurate clinical scenario and clearly communicate orally both anatomical and medical terminology. 

Description

ANAT 380, Clinically Relevant Human Anatomy, is a course on regional anatomy of the human body focusing on active and collaborative learning. Through a series of learning modules that will include readings, group learning activities, assignments, and inquiry, students will explore the major organ systems, their components and the relationships between them in gaining an appreciation of the architecture of the human body. A primary approach of this course will focus on the application of anatomical knowledge in case-based clinical scenarios. Students will apply knowledge gained from the course in order to collaborate with peers to solve clinical problems, as well as develop their own realistic clinical case based on an underlying anatomical issue. Commonly used medical terminology will be included and may be different from that used in newer anatomy textbooks and taught in most university anatomy courses.

Terms

Summer 21: May - July
Course Dates: 
May 10 - July 30, 2021
Exam Dates: 
August 3 - 10

Evaluation

Assessment 1 - Problem-Based Learning (PBL) Group Assignments (30%)

In this learning activity, students will be presented with a series of case-based anatomical problems and scenarios related to module content and real-life (medical) applications. Each clinically-based scenario will integrate anatomical knowledge from various modules thus giving you an opportunity to practice and apply several new concepts. Working individually and in small groups, you will be required to think critically about the information presented, while developing a thorough assessment of the situation. In small groups, students will collaborate to develop well-constructed answers to questions related to each scenario and submit one copy of the answers per group for evaluation. You will be evaluated based on your contribution to the group discussion forum and the completion of the task. All member of the group will receive the same mark however if you did not contribute you will automatically get a mark of “0”.
There will be 3 PBL assignments based on the following topics:

  1. Thorax, abdomen & pelvis 12%
  2. Lower extremity, back and upper extremity 10%
  3. Head and neck 8%


Assessment 2 - Clinical Case Presentation - Discover First, Explain Later (25%)

This inquiry-based learning strategy focuses on students taking the initiatives and lead in their own learning and is built into their larger program structure, goals, and plans. The students are actively involved in the planning, development and evaluation of their activities. Students will individually create their own clinical case that involves an anatomically-related problem (discover first) and then launch their individual inquiries (explain later). This will include presentation of the case, the patient’s symptoms, as well as the relevant anatomy behind the observed findings. Students will advocate for the patient by outlining treatment options based on their findings. Students will integrate both module content as well as medical/anatomical literature in the development of their clinical case. Emphasis will be placed on students’ ability to accurately identify and explain the correct anatomy related to their clinical case, as well as the process established and followed to gain this knowledge and furthermore to disseminate this to their peers. This project allows the students to track their growth and make judgements about their achievements.


Each student will create an aesthetically pleasing and professional poster that conveys the case and inquiries completed. Each student will critically evaluate 3 other posters (and will be graded with a rubric on the quality of their feedback). The final poster will be submitted for grading with the rubric by the teaching team.

Assessment 3 - Online Quizzes (15%)

Students will complete four quizzes which will be a series of multiple-choice and practical (identification) questions to test the knowledge and understanding of the material presented in the modules. The quizzes will be based on the following topics:

  1. Thorax 3%
  2. Abdomen & pelvis 3%
  3. Lower extremity, back and upper extremity 5%
  4. Head and neck 4%

Assessment 4 - Final Exam (30%)

Students will complete an online proctored final exam to assess their ability to apply knowledge and demonstrate an understanding of the course material. This evaluation will consist of multiple-choice and well-constructed short answer questions related to case-based clinical scenarios and anatomically related problems that will focus on the integration of material as opposed to strict memorization. These are not open book evaluations!

Instructor

Dr. Leslie MacKenzie (mackenzl@queensu.ca)

Time Commitment

Students can expect to spend approximately 10 hours a week in study / practice and online activity for ANAT 380.

Fall 2020
Course Dates: 
Sept. 8 - Dec. 7, 2020
Exam Dates: 
Dec. 10 - 23, 2020

Evaluation

Assessment 1 - Problem-Based Learning (PBL) Group Assignments (30%)

In this learning activity, students will be presented with a series of case-based anatomical problems and scenarios related to module content and real-life (medical) applications. Each clinically-based scenario will integrate anatomical knowledge from various modules thus giving you an opportunity to practice and apply several new concepts. Working individually and in small groups, you will be required to think critically about the information presented, while developing a thorough assessment of the situation. In small groups, students will collaborate to develop well-constructed answers to questions related to each scenario and submit one copy of the answers per group for evaluation. You will be evaluated based on your contribution to the group discussion forum and the completion of the task. All member of the group will receive the same mark however if you did not contribute you will automatically get a mark of “0”.
There will be 3 PBL assignments based on the following topics:

  1. Thorax, abdomen & pelvis 12%
  2. Lower extremity, back and upper extremity 10%
  3. Head and neck 8%


Assessment 2 - Clinical Case Presentation - Discover First, Explain Later (25%)

This inquiry-based learning strategy focuses on students taking the initiatives and lead in their own learning and is built into their larger program structure, goals, and plans. The students are actively involved in the planning, development and evaluation of their activities. Students will individually create their own clinical case that involves an anatomically-related problem (discover first) and then launch their individual inquiries (explain later). This will include presentation of the case, the patient’s symptoms, as well as the relevant anatomy behind the observed findings. Students will advocate for the patient by outlining treatment options based on their findings. Students will integrate both module content as well as medical/anatomical literature in the development of their clinical case. Emphasis will be placed on students’ ability to accurately identify and explain the correct anatomy related to their clinical case, as well as the process established and followed to gain this knowledge and furthermore to disseminate this to their peers. This project allows the students to track their growth and make judgements about their achievements.


Each student will create an aesthetically pleasing and professional poster that conveys the case and inquiries completed. Each student will critically evaluate 3 other posters (and will be graded with a rubric on the quality of their feedback). The final poster will be submitted for grading with the rubric by the teaching team.

Assessment 3 - Online Quizzes (15%)

Students will complete four quizzes which will be a series of multiple-choice and practical (identification) questions to test the knowledge and understanding of the material presented in the modules. The quizzes will be based on the following topics:

  1. Thorax 3%
  2. Abdomen & pelvis 3%
  3. Lower extremity, back and upper extremity 5%
  4. Head and neck 4%

Assessment 4 - Final Exam (30%)

Students will complete an online proctored final exam to assess their ability to apply knowledge and demonstrate an understanding of the course material. This evaluation will consist of multiple-choice and well-constructed short answer questions related to case-based clinical scenarios and anatomically related problems that will focus on the integration of material as opposed to strict memorization. These are not open book evaluations!

Instructor

Leslie Mackenzie (mackenzl@queensu.ca)

Time Commitment

Students can expect to spend approximately 10 hours a week in study / practice and online activity for ANAT 380.

Winter 2021
Course Dates: 
Jan. 11 - April 9, 2021
Exam Dates: 
April 14 - 30, 2021

Evaluation

Assessment 1 - Problem-Based Learning (PBL) Group Assignments (30%)

In this learning activity, students will be presented with a series of case-based anatomical problems and scenarios related to module content and real-life (medical) applications. Each clinically-based scenario will integrate anatomical knowledge from various modules thus giving you an opportunity to practice and apply several new concepts. Working individually and in small groups, you will be required to think critically about the information presented, while developing a thorough assessment of the situation. In small groups, students will collaborate to develop well-constructed answers to questions related to each scenario and submit one copy of the answers per group for evaluation. You will be evaluated based on your contribution to the group discussion forum and the completion of the task. All member of the group will receive the same mark however if you did not contribute you will automatically get a mark of “0”.
There will be 3 PBL assignments based on the following topics:

  1. Thorax, abdomen & pelvis 12%
  2. Lower extremity, back and upper extremity 10%
  3. Head and neck 8%


Assessment 2 - Clinical Case Presentation - Discover First, Explain Later (25%)

This inquiry-based learning strategy focuses on students taking the initiatives and lead in their own learning and is built into their larger program structure, goals, and plans. The students are actively involved in the planning, development and evaluation of their activities. Students will individually create their own clinical case that involves an anatomically-related problem (discover first) and then launch their individual inquiries (explain later). This will include presentation of the case, the patient’s symptoms, as well as the relevant anatomy behind the observed findings. Students will advocate for the patient by outlining treatment options based on their findings. Students will integrate both module content as well as medical/anatomical literature in the development of their clinical case. Emphasis will be placed on students’ ability to accurately identify and explain the correct anatomy related to their clinical case, as well as the process established and followed to gain this knowledge and furthermore to disseminate this to their peers. This project allows the students to track their growth and make judgements about their achievements.


Each student will create an aesthetically pleasing and professional poster that conveys the case and inquiries completed. Each student will critically evaluate 3 other posters (and will be graded with a rubric on the quality of their feedback). The final poster will be submitted for grading with the rubric by the teaching team.

Assessment 3 - Online Quizzes (15%)

Students will complete four quizzes which will be a series of multiple-choice and practical (identification) questions to test the knowledge and understanding of the material presented in the modules. The quizzes will be based on the following topics:

  1. Thorax 3%
  2. Abdomen & pelvis 3%
  3. Lower extremity, back and upper extremity 5%
  4. Head and neck 4%

Assessment 4 - Final Exam (30%)

Students will complete an online proctored final exam to assess their ability to apply knowledge and demonstrate an understanding of the course material. This evaluation will consist of multiple-choice and well-constructed short answer questions related to case-based clinical scenarios and anatomically related problems that will focus on the integration of material as opposed to strict memorization. These are not open book evaluations!

Instructor

Leslie Mackenzie (mackenzl@queensu.ca)

Time Commitment

Students can expect to spend approximately 10 hours a week in study / practice and online activity for ANAT 380.

Course Resources

About SOLUS

SOLUS is Queen’s Student On-Line University System. You’ll have access to a SOLUS account once you become a Queen’s student. You’ll use SOLUS to register for courses, add and drop courses, update your contact information, view financial and academic information, and pay your tuition.

About OnQ

onQ is Queen's online learning platform. You'll log into onQ to access your course. All materials related to your course—notes, readings, videos, recordings, discussion forums, assignments, quizzes, groupwork, tutorials, and help—will be on the onQ site.

About Credit Units

Queen’s courses are weighted in credit units. A typical one-term course is worth 3.0 units, and a typical two-term course is worth 6.0 units. You combine these units to create your degree. A general (three-year) BA or BSc requires a total of 90 credit units.

Computer Requirements

To take an online course, you’ll need a high speed internet connection as well as a microphone and speakers to be able to watch videos, hear sounds, and participate in interactive online activities. A webcam is recommended but not necessary.

System Requirements:

Computer Specifications

  • Windows 8.1 or newer
  • OSX 10.13 (High Sierra) or newer
  • Dual Core 2 GHz processor
  • 4 GB RAM
  • Soundcard
  • USB Headset
  • Webcam

Supported Browsers

  • Chrome (preferred - latest version)
  • Firefox (latest version)
  • Safari is not recommended as it causes several known issues in onQ
  • Edge is not recommended as it causes several known issues in onQ

Internet Connection

  • Wired high speed access: Cable or better
  • Wifi is not recommended

Java

  • Latest version

Media Player

  • Flash (latest version)

Adobe Reader

  • Latest Version

Dates/Deadlines

The deadlines for new applications to Queen’s Arts and Science Online courses are in our Upcoming Application Dates section.

Grading Scheme

The information below is intended for undergraduate students in the Faculty of Arts and Science. Academic Regulations in other Faculties may differ.

Letter Grade Grade Point
A+4.30
A4.00
A-3.70
B+3.30
B3.00
B-2.70
C+2.30
C2.00
C-1.70
D+1.30
D1.00
D-0.70
F0.00

GPA Calculators
Have your SOLUS grade report handy and then follow the link to the Arts and Science GPA calculators.

How does this affect my academics?
See the GPA and Academic Standing page.

Follow the link above for an explanation of how the GPA system affects such things as the Dean’s Honour List, requirements to graduate, and academic progression.

Frequently Asked Questions on the Grading Scheme
Please follow this link to the FAQ's

Tuition Fees

Tuition fees vary depending when you start, your year, faculty, and program. Fees for Summer Term 2018 first-year Distance Career Arts & Science Domestic students are as follows: for a 3.0-unit course, $685.90; for a 6.0-unit course, $1371.80 See also Tuition and Fees.

Campus Bookstore

All textbooks can be purchased at Queen’s Campus Bookstore.

Non-Queen’s Students

All Queen’s Arts and Science Online courses are open to students at other universities. Before applying as a visiting student, request a Letter of Permission from your home university that states that you have permission to take the course and apply it to your degree. See also Apply.

Academic Integrity

Please see Queen’s policy statement on academic integrity for information on how to complete an online course honestly.

queensu.ca/artsci_online