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 Clinical Applications of Human Anatomy, 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)


As Collaborators, health professionals work effectively with other health care professionals to provide safe, high-quality, patient-centred care.


As Communicators, health professionals form relationships with patients and their families* that facilitate the gathering and sharing of essential information for effective health care.


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.


As Leaders, health professionals engage with others to contribute to a vision of a high-quality health care system and take responsibility for the delivery of excellent patient care through their activities as clinicians, administrators, scholars, or teachers.


As Scholars, health professionals demonstrate a lifelong commitment to excellence in practice through continuous learning and by teaching others, evaluating evidence, and contributing to scholarship.


As Professionals, health professionals are committed to the health and well-being of individual patients and society through ethical practice, high personal standards of behaviour, accountability to the profession and society, physician-led regulation, and maintenance of personal health.

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.


Thoracic wall, diaphragm, breast, heart, pleura, lungs, mechanics of respiration, mediastinum (blood vessels, lymphatics, nerves, viscera).


Abdominal wall, inguinal canal, testes, peritoneum, viscera (GI tract, liver, biliary system, pancreas, spleen, kidneys, ureters, suprarenal glands), blood vessels, lymphatics, lumbar plexus.


Bony pelvis, pelvic floor, female and male internal genitalia, urinary bladder, sigmoid colon, rectum, perineum (anal triangle, urogenital triangle, male and female external genitalia).

Lower Extremity

Gluteal region, thigh, hip joint, leg, tibiofibular joints, popliteal fossa, knee joint, foot, ankle, superficial veins.


Spine (curvatures, regional vertebra, intervertebral discs, facet joints, ligaments) and musculature.

Upper Extremity

Shoulder region, shoulder complex (joints), axilla, arm, forearm, radioulnar joints, elbow joint, hand, carpal tunnel.

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.

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

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 BMED 480 Clinical Applications of Human Anatomy, 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.