Queen's University
BMED 480 Clinical Applications of Human Anatomy

Course Offering TBD

BMED 480 Clinical Applications of Human Anatomy is a comprehensive course on regional anatomy of the human body covering the major organ systems, their components and the relationships between them. This course builds on fundamental knowledge of anatomy in order to apply it to clinical case-based scenarios. Students will apply anatomy and physiological knowledge gained in order to collaborate with peers to explore clinical problems, as well as develop their own realistic clinical case based problems on an underlying anatomical issue.

Minimum 4th year (level 4) standing, and one of (PHGY 170/3.0 or BIOL 102/3.0), and one of (ANAT 270/3.0 or [ANAT 215/3.0 or ANAT 216/3.0] or [ANAT 315/3.0 or ANAT 316/3.0]), or permission of the instructor.

Online format with materials, communication, and assignment submissions all via onQ.

After completing BMED 480, students will be able to:

  1. Understand and utilize the basic language of human anatomy, including commonly used medical anatomical terminology. (PLO 1,2; Assessment 1-4)
  2. Apply standard anatomical terms and concepts for the purpose of identification, communication and critical reading of relevant anatomical and related medical literature.(PLO 1,2,8; Assessment 1-4)
  3. Analyze and discuss the gross anatomy (and some relative functions) of the organs that constitute the different regions of the human body. (PLO 1,2; Assessment 1-4)
  4. Collaborate with other students to apply module content and correct medical terminology to solve case-based problems related to anatomical issues. (PLO 2,8; Assessment 2)
  5. Apply knowledge gained from course content to develop an anatomically accurate clinical scenario and clearly communicate orally both anatomical and medical terminology. (PLO 2,8; Assessment 3)

Note: PLO refers to the program learning outcome to which each course learning outcome matches.

  1. Communicator (Assessments 2 -3)
  2. Advocate (N/A)
  3. Leader (Assessments 2 )
  4. Scholar (Assessments 1 -4)
  5. Professional (Assessments 2 -4)
  6. Collaborator (Assessments 2)

Assessments: Each assessment corresponds to a course learning outcome (LO), as indicated in brackets.

Assessment 1 – Online Quizzes (LO 1-3)

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:

  • A. Thorax 3%
  • B. Abdomen & pelvis 3%
  • C. Lower extremity, back and upper extremity 5%
  • D. Head and neck 4%

Assessment 2 – Problem-Based Learning (PBL) Group Assignments (LO 1-4)

Students will be presented with a series of simple case-based anatomical problems and scenarios related to module content and real life (medical) applications. In groups, students will collaborate to answer questions related to each scenario and submit one copy per group for evaluation. There will be 3 PBL assignments based on the following topics:

  • A. Thorax, abdomen & pelvis 12%
  • B. Lower extremity, back and upper extremity 10%
  • C. Head and neck 8%

Assessment 3 – Clinical Case Presentation (LO 1-3, 5)

Students will individually create their own clinical case that involves an anatomically-related problem. Students will present their case via an online narrated PowerPoint presentation, which will include presentation of the case, the patient’s symptoms, as well as the relevant anatomy behind the observed 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.

Assessment 3 will be graded using a marking rubric.

Assessment 4 – Final Exam (LO 1-3)

Students will complete an online-proctored final exam, consisting of multiple choice and short answer questions to test their anatomical knowledge, combined with questions related to simple case-based clinical scenarios and anatomically related problems.

  1. Thorax: thoracic wall, diaphragm, breast, heart, pleura, lungs, mechanics of respiration, mediastinum (blood vessels, lymphatics, nerves, viscera)
  2. Abdomen: abdominal wall, inguinal canal, testes, peritoneum, viscera (GI tract, liver, biliary system, pancreas, spleen, kidneys, ureters, suprarenal glands), blood vessels, lymphatics, lumbar plexus
  3. Pelvis: bony pelvis, pelvic floor, female and male internal genitalia, urinary bladder, sigmoid colon, rectum, perineum (anal triangle, urogenital triangle, male and female external genitalia)
  4. Lower extremity: gluteal region, thigh, hip joint, leg, tibiofibular joints, popliteal fossa, knee joint, foot, ankle, superficial veins
  5. Back: spine (curvatures, regional vertebra, intervertebral discs, facet joints, ligaments) and musculature
  6. Upper extremity: shoulder region, shoulder complex (joints), axilla, arm, forearm, radioulnar joints, elbow joint, hand, carpal tunnel
  7. Head and Neck: skull (adult and infant), face, ear, orbit and eyeball, eyelids, lacrimal apparatus, neck, cranial nerves, masticatory apparatus, oral cavity, salivary glands, nose, larynx, trachea, pharynx, esophagus, palate

Students can expect to spend approximately 9 – 10 hours a week in study / practice and online activity for BMED 480.

Moore, K. L., Agur, A. M., & Dalley, A. F. (2015). Essential clinical anatomy. Philadelphia: Wolters Kluwer Health

Clinical Applications of Human Anatomy (BMED 480) follows the academic integrity policy of Queen’s University. Academic integrity is constituted by the six core fundamental values of honesty, trust, fairness, respect, responsibility, and courage (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community can 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; see Senate Report on Principles and Priorities
http://www.queensu.ca/secretariat/policies/senateandtrustees/principlespriorities.html.

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Bachelor of Health Sciences (Honours) Program Calendar (see Academic Regulation 1 https://bhsc.queensu.ca/academic-calendar-page/academic-regulations-and-university-policies/), and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen’s. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Specifically, 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 six 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.