Queen's University
ANAT 100 Anatomy of the Human Body

ANAT 100, Anatomy of the Human Body, is a web-based course suitable for students at all levels of post-secondary education with an interest in Human Anatomy. This foundational anatomy course is designed to introduce basic structure and functional relationships of the human body. The course entails the basic building blocks of the human body at the gross and microscopic levels. Through a series of learning modules that will include readings, group learning activities, assignments, inquiry, and a practicum that involves an interactive study using a virtual cadaver and Queen’s online database of organs and tissues, students will discover and understand the functioning of various body systems. Body organ systems covered in this course will include the skeletal, muscular, nervous, endocrine, cardiovascular, respiratory, digestive, urinary and reproductive systems. Each module of this course will focus on a system, and recognizing that for the beginning anatomist there is a lot of information to assimilate, the topics are structured from the simple to the complex.

Discover ANAT 100 Anatomy of the Human Body

Exclusion

No more than one course from ANAT 100/3.0; ANAT 101/3.0; IDIS 150/6.0.

One-way Exclusion

May not be taken with or after ANAT 215/3.0; ANAT 216/3.0; ANAT 312/3.0; ANAT 315/3.0; ANAT 316/3.0.

After completing ANAT 100 Anatomy of the Human Body, students will be able to:

  1. Understand and utilize the basic language of human anatomy to apply standard anatomical terms and concepts for the purpose of identification, communication and critical reading of relevant anatomical (medical) literature.
  2. Analyze and discuss the gross (macroscopic) and histology (microscopic) anatomy (and some relevant function) of the tissues and organs that constitute the human body to develop an understanding of the structure and function of the human body.
  3. Understand the integrated relationship between histology and gross anatomy with respect to structure and function, in order to apply that understanding to various aspects of development and function.
  4. Engage in peer-learning activities that constructively integrate anatomical concepts delivered in the course material to demonstrate an ability to collaborate and work effectively and respectfully with diverse teams.

Advocate

As Advocates, health professionals contribute their expertise and influence as they work with communities or patient populations to improve health. They work with those they serve to determine and understand needs, speak on behalf of others when required, and support the mobilization of resources to effect change.

Assessment 1 – Block Theory Evaluations (x3) (30%)

Three Block Theory Evaluations will assess the students’ ability to apply knowledge and demonstrate understanding of the course material. Modules 1–3; 5–7 and 9–11 will be assessed by Block Evaluations 1, 2 and 3 respectively. These evaluations will consist of multiple choice and well-constructed short answer questions that will focus on integration of material as opposed to strict memorization.

Assessment 2 – Active Learning Activities (x2) (30%)

  1. Anatomical Jigsaw Teaching

    1. Becoming an Expert (Asynchronous Activity): Working collaboratively in small groups of 5, students will work together to become experts on an assigned topic related to the course material (e.g. Upper limb musculature). Students will collaborate to create a short PowerPoint presentation conveying the key anatomical concepts of their assigned topic. Students will be evaluated based on contribution to the group discussion forum and content of the completed presentation.
    2. Becoming a Teacher (Synchronous Activity): Following submission of the group presentation, students will then be re-assigned to new groups in which each member is an expert and teacher of a different topic. Each topic expert will be responsible for delivering their presentation from Part A to their new peer group. Students will be evaluated by the TA and through formative peer-feedback of the presentation.
  2. Anatomical Jeopardy

    1. Question and Answer Preparation (Asynchronous Activity): Working collaboratively in small groups of 5, students will explore relevant topics and develop well-constructed questions and answers related to the topic of study. A provided rubric will help guide question/answer formulation. Student evaluation will be based on student contribution to the group discussion forum and completion of the task.
    2. The Game (Synchronous Activity): This assessment will promote student participation and engagement in the activity rather than competition. Following submission of all Jeopardy Questions/Answers, groups of three teams will come together to play a simulated Jeopardy game. While a minimum of two group members is required per team, all members of a group may participate. Marks will be received by the group as a whole regardless of team size, and a small bonus mark will be given to the Jeopardy team that won the game.

Assessment 3 – Individual Assignments (x3) (20%)

  1. Scavenger Hunt Activity (5%). A Scavenger Hunt activity will be completed within the first three weeks of the course. The activity will encourage students to become familiar with using the course materials by requiring them to answer a series of questions that draw on all of the resources made available to them by the course instructor.
  2. Learn Smart Activities (5%). Regularly posted quizzes will provide a means of self-assessment and keep students accountable to the learning process. Students will be required to complete a minimum of 5 of 10 posted Learn Smart Activities over the duration of the course for a completion mark, but may choose to complete all 10 posted activities.
  3. Workbook Activity (10%). In the last week of the course a Workbook Activity will assess student knowledge and understanding of material covered in the three modules not assessed by the Block Theory Evaluations (Modules 4, 8, 12). Questions will consist of multiple choice, fill in the blanks and True/False.

Assessment 4 – Practical Evaluation (x2) (20%)

Using a virtual cadaver simulation made available through MHCampus connect Plus on the McGraw-Hill website. Students will participate in two practical ‘bell-ringer’ assessments. This interactive and practical evaluation will assess the students’ ability to identify anatomical and histological structures covered in class. To practice and prepare for the practical evaluations students will be encouraged to sue the virtual cadaver learning sessions in MHCampus Connect Plus.

Required Textbooks

WileyPLUS Real Anatomy by Tortora

Modules from the course website.

Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see http://www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

Specifically, for ANAT 100 Anatomy of the Human Body, students must express themselves in their own words, and cite sources when they use outside information. Verbatim copying of the module text or textbook is considered plagiarism and is a breach of academic integrity. Further, lying and misrepresentation are dishonest and violate the core values of academic integrity.

All components of this course will receive numerical percentage marks. The final grade received for the course will be derived by converting the student’s numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale.