Collaborative Organisation and Form of Collaboration
Qualification and Programme Title
Intercalated MSci Clinical Anatomy Full-time
Programme Code
942H
Delivery Location
Campus
Language of Study
English
Length of Programme
1 Year(s)
Accreditations
This programme has no outside accreditations
Aims of the Programme
The aim of the programme is to allow students to develop an in depth knowledge of anatomy, its application in contemporary clinical medicine, and how new approaches and treatments are requiring a greater understanding of anatomical form, function and dysfunction.
The intercalated MSci in Clinical Anatomy is a one-year multifaceted programme. The course combines the academic study of anatomy with a practical focus on its influence, impact, and role in the clinical environment. The programme’s content is delivered in a number of ways; from classic lectures, interactive tutorials, journal clubs, and student-led seminars; to traditional whole-body dissection, practical research activities, and clinical experiences. Delivery of the programme is facilitated by a multidisciplinary team of anatomists, academics, clinicians and surgeons.
The programme consists of 4 modules: 1. Embryological and Developmental Basis of Disease (EDBD); 2. Form, Function and Dysfunction (FFD); 3. Anatomy in the Clinical Environment (ACE); 4. Research Project.
The programme offers extensive whole-body dissection allowing students to gain an in-depth 3-dimensional knowledge of anatomy, while developing their dissection/surgical technique. The programme also benefits from close links between the University’s anatomy department and local trust hospitals, allowing students to gain relevant and current knowledge of how anatomy influences current medical practice. Working alongside a research team of academics and clinicians, students also conduct their own piece of clinically relevant research. This provides the opportunity to develop numerous transferable skills in; scientific writing, searching and critiquing the literature, project and people management, and oral presentation. The programme’s pedagogical approach encourages students to become both independent and team-based learners, capable of applying their knowledge to academic discussions informed by the current literature.
Graduates of this intercalation programme often return to and complete their medical training, subsequently going on to become successful research-active doctors in a variety of surgical and non-surgical specialties.
Programme Outcomes
Students are expected to have Knowledge and Understanding of:
Which will be gained through the following Teaching and Learning methods:
and assessed using the following methods:
1) Embryological and Developmental Basis of Disease: Students demonstrate a knowledge and understanding of key stages in embryological and later development for normal structure and function and appreciation where these may be disordered and lead to disease and morbidity. They will also show an understanding of how this knowledge helps plan treatment.
2) Form, Function and Dysfunction (including dissection): Students demonstrate a knowledge and understanding of normal structure, variations and anomalies and appreciate how these may be communicated in an educational context. They will demonstrate knowledge and understanding of how function is dependent on the underlying structure and microstructure and where this is compromised how dysfunction may be manifested. They will know how this may be visualised using imaging techniques. Students will be able to read and discuss published academic and clinical research papers with authority.
3) Anatomy in the Clinical Environment: Students demonstrate a knowledge and understanding of the use of anatomical science in a wide number of clinical disciplines and how modern methods utilise this to improve patient outcomes. Students demonstrate skills in communication to professional staff, patients and the general public.
4) Research Project: Relevant to their own research project, students will develop knowledge and understanding of how to plan and execute a research project, including: writing of project outlines and study findings, acquisition of data, conducting and interpreting data and statistical analysis, critical discussion of findings using the current literature, and oral presentation of data.
2) Lectures, seminars, cadaveric dissection, clinical case-based discussion, and critical appraisal of published journal articles.
3) Lectures, seminars, and observation at multidisciplinary meetings and clinical environments
4) Seminars, and supervision and mentorship from research supervisors and the associated research team.
1) In course essays and long answer questions under exam conditions
2) Dissection log-book, Viva (oral examination) over dissected specimen, Journal criticism under exam conditions.
3) Case-based poster presentation with questioning, and scenario-based written examination.
4) Research outline, project dissertation, oral presentation of project, supervisors report.
Students are expected to have attained the following Skills and other Attributes:
Which will be gained through the following Teaching and Learning methods:
and assessed using the following methods:
1) Embryological and Developmental Basis of Disease: Apply their knowledge of normal embryological development to investigation of disordered development and the functional anomalies this might cause in the new-born, growing child and adult. Discuss symptomology and diagnosis of a variety of conditions and diseases that result from anomalies of embryological development and use their understanding to help plan therapies/treatments. Critically appraise the contemporary clinical literature with respect to the anatomical features of developmental diseases and disorders and the impact on patient treatment and outcomes.
2) Form, Function and Dysfunction (including dissection): Provide a detailed description of an individual cadaver identifying and differentiating between variations falling within normal ranges and abnormalities that are the result or cause of pathology. Discuss the normal, variant and pathological anatomy of the body, using both regional and systems-based approaches, demonstrating a level of understanding that will support clinical decision making. Demonstrate an ability to critically appraise peer-reviewed scientific and clinical research articles and have both competence and confidence in preparing and presenting research data.
3) Anatomy in the Clinical Environment: Apply their knowledge of anatomy to understanding novel modalities of imaging and investigation to evaluating patient’s symptoms and disease and in formulating management plans. Discuss the clinical impact of anatomical features of different disease states, and how these fit within current clinical algorithm, the current state of research and potential future developments. Critically appraise the contemporary clinical literature with respect to the anatomical features of disease and the impact on patient treatment and outcomes.
4) Research Project: Undertake a thorough and appropriately structured literature search and critically analyse or re-evaluate the data, concluding comments and methodologies from the literature as a basis for independent scholarly activity. With a supervisor, define a novel research question or appropriate area of scholarly work, to create a project which can be achieved and completed within the time-constraints of the module. Demonstrate a comprehensive knowledge of the literature in their chosen area, supporting the assertions and arguments made in their project through reference to published material. Demonstrate communication skills in presenting the process and outcome of the research both orally and as a written dissertation. Critically appraise the contemporary literature with respect to their research area.
2) Lectures, seminars, cadaveric dissection, clinical case-based discussion, and critical appraisal of published journal articles.
3) Lectures, seminars, and observation at multidisciplinary meetings and clinical environments.
4) Seminars, and supervision and mentorship from research supervisors and the associated research team. Attachment to clinical unit with specific student selected component for study.
1) In course essays andlong answer questions under exam conditions.
2)Dissection log-book, Viva (oral examination) over dissected specimen, Journal criticism under exam conditions.
3) Case-based poster presentation with questioning, and scenario-based written examination.
4) Research outline, project dissertation, oral presentation of project, supervisors report.
