ANAT SC 2009 - Musculoskeletal Anatomy
North Terrace Campus - Semester 2 - 2025
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General Course Information
Course Details
Course Code ANAT SC 2009 Course Musculoskeletal Anatomy Coordinating Unit Medical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3.5 hours per week Available for Study Abroad and Exchange Prerequisites ANAT SC 1102 or MEDIC ST 1000B Incompatible ANAT SC 2200 Assumed Knowledge ANAT SC 1103 Assessment Quizzes, formative laboratory assessment, group multimedia presentation, end of semester theory exam, end of semester practical exam. Course Staff
Course Coordinator: Dr Kent Algate
Location: Helen Mayo Building North, Level 2, Room 241
Tel: +61 8 8313 6322
Email: kent.algate@adelaide.edu.au
Course Email: msk_admin@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Identify and annotate skeletal structures of the axial and appendicular skeleton, including landmarks of muscle attachment, and describe the type, structure and function of bones. 2 Describe the detailed anatomy of the muscular, nervous systems and vasculature of the upper and lower extremities, vertebral column and head and neck, on human cadaveric specimens, digital resources and medical images. 3 Relate the biomechanics and anatomical constituents (e.g. concentric functions of muscles), at the micro and macro levels of organisation, to growth and development, human movement and mechanisms of injury and disease. 4 Differentiate types of joints and their macroscopic anatomy, including major ligaments, connective tissue structures and bursae; explain and recognise high-incidence joint injury and pathology on principal imaging modalities 5 Summarize the regional and compartmental innervation of major nerve plexuses; and describe the causes, functional changes in movement and clinical assessment associated with lesions and plexopathies. 6 Reduce a complex functional problem to basic principles and explain the mechanism of the problem using lay person and appropriate anatomical terminology by working in small groups. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-10 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
3-7, 9-10 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
9,10 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-10 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
NA Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
TBA Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
TBA Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
1. Atlas of Clinical Gross Anatomy, 2nd edition, 2005 by Kenneth Prakash Moses et al., published by Saunders (imprint of Elsevier). ISBN: 978-0-323-07779-8
2. Manual of Structural Kinesiology, 19th edition, 2014 by RT Floyd and Clem Thompson, published by McGraw-Hill Education. ISBN 13: 978-0-07336-929-7Recommended Resources
Recommended Apps (Mobile, Tablets or Laptops)
1. Essential Anatomy 5 or Complete Anatomy, 2018 by 3D4Medical.com LLC (available at 3D4Medical.com; Apple App Store or Microsoft Store)
Online Learning
This course will use Canvas as an eLearning platform for the dissemination of lecture notes and recordings, tutorial activities, and deployment of summative quizzes. Course content will be subdivided into modules in Canvas; each with folders disseminating copies of the didactic lecture notes, articulate storyline lectures, anatomy resource session notes; as well as folders with formative and summative assessment tasks relevant to each module. This course will also encompass blended learning approaches using innovative teaching styles including lightboard technology and videoscribe conceptional multimedia. Canvas will be used as the primary platform for announcements, the integration of learning pathways and to deploy student update emails. Private social media channels (medium TBD based on pre-class evaluation data) will be developed to encourage discussion, communication and resource sharing between students for spaced-and-paced revision. -
Learning & Teaching Activities
Learning & Teaching Modes
The course curriculum is segregated into introductory lectures and four content modules, divided by anatomical region. Specifically, students will be: introduced to the basic concepts of biomechanics, the macro and micro-structure of soft and hard tissues of the musculoskeletal system (MSK). This will be followed by segregation of MSK regional anatomy, including the osteology, arthology,neural, muscular and vascular systems for the (1) head and neck, (2) upper limbs, (3) lower limbs and (4) trunk.
Content for each module will be delivered using a blended/hybrid teaching and learning approach under utilising both flipped interactive sessions along with didactic delivery within the classroom. Compulsory system-based learning workshops and laboratory practicals each week will enable students to apply concepts to a real-world, clinical contex. These sessions are also desinged to devloping a form of team-based collaborative learning that incorporates small group activities at each station. Students will be exposed to cadaveric material, anatomical models, surface anatomy and medical images; combining a traditional “wet-laboratory” with interactive multimedia activities (e.g. virtual reality, Kahoot! quizzes and flag-races).
Students will also gain an understanding of the three-dimensional spatial arrangment of the human body using state-of-the-art virtual and augmented reality technologies and software in this course along with the use of the novel SECTRA table. revision sessions and formative assessment using a small group discovery experience (SGDE) format. Students will also be required to complete formative assessment in the form of weekly spotter tests or online quizzes for each module, designed both to test and reinforce students understanding of the content and to reveal to them what information may need further revision. This assessment will encourage students to keep up with the material throughout the course, and provides an opportunity for continual feedback. Select questions from the online quizzes, formatted to include multiple choice, fill-in-the-blanks, hot spots and short response type questions, will beincluded in the End of Semester theory exam.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Due Weighting Learning Outcome Design your own assessment Summative 5% Anatomical Dialogue Group Project Summative 15% In-semester practical examinations Summative 20% End-of-semester practical examinations Summative 25% End-of-semester theory examinations Summative 35% Assessment Detail
Design your own assessment (5%): A small group-based activity where students formulate a single short answer (SAQ) consistent witht eh end-of-year theory examinatiion along with the correct/expected answer. Students will be disignated a specific module that the question must be based. Following submission, questions will be circulated throughout the class and used as a practice 'formative' assessment.
Anatomical Dialogue Group Project (15%): Individual groups formed in workshops will work together to source video footage relating to an injury or medical conditionof the musculoskeletal system. With reference to this footage, students will a) reflect and critique the anatomical dialogue used (or lack thereof) in the original voice-over of the commentator/presenter, and b) provide alternate dialogue to better explain the injury to a layperson. In the second part of this assignment, students will deliver an overview of the regional anatomy (i.e. bone/muscle/nerve) likely to be affected with the injury. A confidential peer-assessment will be included in this assessment.
In-semester practical examinations (20%): There will be Two (10% each) in-semester practical examinations that will be held during the allocated laboratory session in the Ray Last Anatomy Laboratory (SB02), which will cover a combination of lecture material & laboratory material. This 'spotter style' format will contain approximately 30-35 stations, with 75-second rotations between each; these exams are designed to determine students’ ability to identify osteological, arthological, nervous and vasculature structures of the anatomical regions covered over the course of the semester, and their respective function.
End-of-semester practical examinations (25%): A spotter-style practical examinationto held in the Ray Lay Anatomy (SB02) during the University’s official examination period. Formatting of practical examination will be similar to that of the in-semester examinations however there will be 45stations with 75-second rotations between each, and cover all core course content presented during all 4 modules.
End-of-semester theory examinations (35%): A written examination aimed at ascertaining each student’s understanding of knowledgeof the principles and core course content presented during all modules. This will be held during the University’s official examination period, and cover all core course content presented during all 4 modules. The format of the EOS theory examination will include, Key style MCQ & short answers questions. The time allocate will be 180 minutes, plus 10 minutes of reading time – however many students are able to complete this in less time than this; the additional time is provided to enable planning and review of answers.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
