General objectives of Anatomy
General Objectives for Anatomy
By the end of the anatomy teaching program the first year medical student at the University of Split School of medicine should develop certain:
(A) Knowledge
(B) Skills
(C) Attitudes
(A) As far as KNOWLEDGE goes, a student should comprehend:
(1) the
terminology of anatomy.
(2) the
concepts (& associated principles) for each
general type of anatomical structures:
(a)
somatic structures (skin, fascia, skeletal muscles, bones & joints)
(b)
visceral structures (glandular organs & mucosal lined tubes of smooth muscle)
(c)vessels and nerves (somatic & visceral)
(3) the subdivision of the human body into
regions (demarcated by ‘anatomical landmarks’) and the organization of anatomical structures, which contribute to a common function, into (organ)
systems.
(4) the essential information relating to
specific anatomical structures which form the components both of the regions and of the systems.
(5) the
applications relating directly to clinically important areas of anatomy.
(6) the
surface markings of clinically important structures, on normal
living bodies and the
correlation of structure with function (for important movements, actions & reflexes).
(7) the appearance of normal structures in
radiological images (plain radiographs, contrast studies, CT, MRI and ultrasound).
(8) the appearance of
the human body in section at important levels and planes.
(9) the naked-eye appearance of
cut-sections of normal viscera.
(B) As far as SKILLS go, a student should develop:
(1)
observational and organisational skills to identify and interpret:
(a) exposed anatomical structures and regions.
(b) surface markings on normal living bodies.
(c) the anatomical structures involved in movements, actions and reflexes.
(d) the naked-eye appearance of cut sections of normal viscera.
(e) sections of the body at important levels and planes.
(f) normal structures in radiological images.
(2)
communication skills (written & oral) to describe and explain the normal structure of the body.
(3)
skills in the manipulation of anatomical structures (with dissecting instruments).
(C) As far as ATTITUDES go, a student should appreciate:
(1) the
range of normality of the living human body (
normal variation) due to age, sex and body build and the effects of posture, phase of respiration and pregnancy.
(2) the common occurrence of
anomalies (
anatomical variation) which differ from ‘text-book descriptions’ of the typical case.
(3) the importance of one’s own observations (as seen in the historical development of anatomy as a science).
(4) the need for continuing independent (and collaborative) learning of knowledge relating to structure, to keep pace with future advances.
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