| Unit name | Uncertain Anatomy |
|---|---|
| Unit code | ANATM0003 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Miller |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
ANAT30009, ANAT30010, ANAT30012, ANAT30014 & ANAT30015 must all be completed. |
| Units you must take alongside this one (co-requisite units) |
Anatomical Humanities and Anatomy Student Seminars |
| Units you may not take alongside this one |
N/A |
| School/department | School of Anatomy |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
Throughout the programme, you will have encountered, and may have been frustrated, by numerous grey areas of anatomy, typically characterised by uncertainty.
The foundations of human anatomical knowledge rely heavily on data from the resurrectionist era whereas the sheer variety of the animal kingdom makes it challenging to study the anatomy of each species in detail. There are gaps in our anatomical knowledge that may hinder research, technological and surgical advancements and it is increasingly important to explore these.
How does this unit fit into your programme of study?
This unit is strategically designed to fit into the Applied Anatomy programme by addressing and critically analysing the inherent uncertainties and knowledge gaps that have been encountered throughout your studies.
It will achieve this by the critical evaluation of anatomical knowledge, particularly its historical biases and ethical concerns. Deepening understanding, encouraging further critical thinking, and highlighting contemporary research efforts to address gaps in anatomical knowledge. By integrating ethics, law, and technology, the unit builds upon interdisciplinary connections fostered in the 3rd year and prepares you for real-world applications where clear-cut answers are rare. This not only broadens perspectives but also equips you with essential skills for effective collaboration and decision-making in complex clinical or research environments.
An overview of content
Content will focus on three key areas in the discussion of complex anatomical topics and controversies: integration, application and problem solving:
Integration of Disciplines: How anatomy intersects with fields such as bioengineering, pharmacology, palaeontology and anthropology to provide a more comprehensive understanding of human and animal body structures.
Case Studies and Applications: Practical sessions involving case studies that require the application of interdisciplinary knowledge to solve anatomical problems and/or mediate uncertainty.
Critical Thinking and Problem Solving:
Activities designed to enhance students' ability to critically analyse anatomical data and literature.
Workshops and projects that encourage the creation of innovative approaches to addressing issues and knowledge gaps in anatomy.
How will students, personally, be different as a result of the unit?
You will experience significant personal and professional growth from this unit.
Knowledge: you will gain a deeper understanding of the biases and issues in anatomical studies, which will broaden your perspectives of the discipline.
Cognition: you will develop enhanced critical thinking abilities, enabling you to analyse and interpret complex situations more effectively.
Skills: you will acquire advanced capabilities in identifying dilemmas, integrating interdisciplinary knowledge, and applying this to authentic scenarios, which are crucial for effective decision-making and collaboration in research or clinical settings.
Learning Outcomes
By the end of this unit you should be able to:
In alternating weeks throughout teaching block one, there will be an opportunity to work on your anatomical solution. Each fortnight you will work in a peer-led sandpit to exchange ideas, report on progress and provide feedback on each other's work, also refining your ideas before they are presented to a panel. Staff will also be available to facilitate discussion.
Interspersed with these formative sessions are cases which take a ‘big picture’ view of some of the many anatomical controversies or problems and the factors that contribute to uncertainty - for example, anatomical nomenclature.
Tasks which help you learn and prepare you for summative tasks (formative):
Group-based sessions within the unit will provide ongoing and up to date feedback. Staff and students will collaborate in 'sandpit' sessions to develop anatomy-specific problem-solving skills
Tasks which count towards your unit mark (summative):
You will select an anatomical problem or controversy and undertake a project which sets out a solution. The assessment will be a presentation pitch to a panel of anatomists, who will assess your approach and outcome (80%) followed by an information pamphlet reflecting feedback from your pitch presentation (20%). (ILOs 1-4)
When assessment does not go to plan
Alternative opportunities to present will be offered. For those students that cannot pitch/present, a written business case may be submitted.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ANATM0003).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
