EDUCATIONAL OBJECTIVES OF ANATOMY AT U'G' LEVEL

1
EDUCATIONAL OBJECTIVES OF ANATOMY AT U.G.
LEVEL

• BYDR. MD. ANWARUL HAQUE. B.Sc
  D.H.M.S., M.D. (Hom),
• PROFESSOR HEAD
• DEPT. OF ANATOMY,TAKHATMAL SHRIVALLBH
  HOMOEOPATHIC MEDICAL
• COLLEGE HOSPITAL, AMRAVATI,.
• .

2
AIMS AND OBJECTIVES OF EDUCATION

• PROXIMATE AIMS ULTIMATE AIMS OF
• EDUCATION

PROXIMATE AIMS 1. ARE CONCERNED IN EVERYDAY
LIVINGss. 2. ARE
MORE SPECIFIC, CONCRETE
PRACTICAL THAT LEAD TO
DESTINATION 3.
RELATE EDUCATION TO THE LIVING
EXPERIENCES OF THE INDIVIDUAL
ULTIMATE AIMS - 1.RELATED WITH THE WHOLE OF OUR
LIFE PROCESS
2. THE FULFILLMENT OF WHICH TOUCH
THE WHOLE NATIONAL
LIFE 3. IT REQUIRE SOME FRAGMENTATION
FOR THE BETTER
FULFILLMENT OF THE B
ROAD ASPIRATIONS . .
3
COMPREHENSIVE AIM- UNFOLDMENT OF ALL THE INNATE
POWERS OF AN INDIVIDUAL FOR THE DEVELOPMENT OF AN
INTEGRATED PERONALITY.
AIMS OF MODERN INDIAN EDUCATION TO INCREASE
PRODUCTIVITY, ACHIEVE SOCIAL AND NATIONAL
INTEGRATION, ACCELERATE THE PROCESS OF
MODERNIZATION AND CULTIVATE SOCIAL, MORAL AND
SPIRITUAL VALUES.
2. INDIVIDUAL DEVELOPMENT - PHYSICAL, MENTAL
SPIRITUAL FACULTIES.
3. SOCIAL AND NATIONAL DEVELOPMENT
DEVELOPING A SENSE OF NATIONAL IDENTITY,
UNITY AND PATRIOTISM
4
4. SOCIAL TRANSFORMATION TO ADJUST WITH SOCIEITY
5. MODERNISATION WITH SCIENTIFIC AND
TECHNOLOGICAL ADVANCEMENT.
6. PRODUCTIVITY TO BRING ABOUT SOCIAL
TRANSFORMATION, AND ENHANCE GREATER EFFICIENCY
AND PRODUCTIVITY IN ALL SECTORS, AGRICULTURAL,
INDUSTRIAL AND SERVICES
7. COMMUNITY PARTICIPATION INTEGRATING
EDUCATION WITH COMMUNITY IN ALL RESPECTS
8. ACQUISITION OF VALUES CERTAIN BASIC VALUES
AS RESPECT FOR OTHERS, RESPONSIBILITY,
SOLIDARITY, CREATIVITY AND INTEGRITY MUST BE
DEVELOPED
5
THE SCIENCE OF HUMAN ANATOMY  
IT IS THE STUDY OF THE FORM AND STRUCTURE OF THE
BODY AND THE REGULARITIES OF THE
DEVELOPMENT OF THIS STRUCTURES IN RELATION
TO ITS FUNCTIONS AND EXTERNAL ENVIRONMENT.
THE OLD TERM WAS DESCRIPTION OF THE BODY. THE
MODERN ANATOMY ATTEMPTS TO EXPLAIN ? HOW THE
ORGANISM IS FORMED? ? WHY IT IS SO FORMED? ?
TREATS THE HUMAN ORGANISM AS A SINGLE ENTITY. ?
HAS A DEFINITE PATTERN OF DEVELOPMENT. ? IS
INFLUENCED BY VARIOUS INTERNAL AND EXTERNAL
CONDITIONS THROUGHOUT THE PROCESS OF EVOLUTION ?
AS AN INSTRUMENT OF SCIENCE, ACCUMULATES AND
DESCRIBES FACTS. ? EFFECTIVE IN
UNDERSTANDING THE OTHER SUBJECTS.
6
APPLIED ANATOMY1. TO IMPROVE OUR
KNOWLEDGE OF HUMAN STRUCTURE AND TO UNDERSTAND
HOW VERTAIN MORPHOLOGICAL CHARACTERISTICS CAN
PROVIDE AN ADVANTAGE FOR HUMAN PHYSICAL
PERFORMANCES.2.TO APPLY THE THEOROTICAL
UNDERSTANDING OF THE B ODY MODIFICATION,
PRINCIPLES AND PRACTICAL SKILLS IN PHYSICAL
CAPACITY IN SPORTS, CLINICAL AND OCCUPATIONAL
SETTINGS3.THE APPLICATION OF ANATOMICAL
KNOWLEDGE TO THE DIAGNOSIS AND TREATMENT OF THE
DISEASE. 4. SCOPE AND LIMITATION OF
HOMOEOPATHIC PRACTICE
7
AIMS AND OBJECTIVES IN DEVELOPING THE
ANATOMY AS
SCIENCE 1. 2 BRANCHES OF SCIENCE
THAT ARE HELPFUL IN UNDEERSTANDING THE STRUCTURE
AND FUNCTIONS ARE ANATOMY AND PHYSIOLOGY.2.
PHYSIOLOGY CANNOT BE SEPARATED FROM ANATOMY AS WE
NEED TO CORRELATE THE STRUCTURE AND FUNCTION3.
IT PROVIDES THE SETTINGS FOR THE EVENTS, ALTHOUGH
THE BASIC CONCERN OF ANATOMY IS WITH STRUCTURE,
IT IS ESSENTIAL TO CORRELATE IT WITH PHYSIOLOGY
FOR BETTER UNDERSTANDING THE PROCESS OF HEALTH.
DISEASE AND RECOVERY.
8
AS ONE OF THE BASIC LIFE SCIENCES, ANATOMY IS
CLOSELY RELATED TO MEDICINE AND OTHER BRANCHES
OF BIOLOGY. STRUCTURE
FORM  

FUNCTION
1. THE
DESCRIPTIVE, EVOLUTIONARY AND FUNCTIONAL ASPECTS
OF ANATOMY ARE IMPORTANT IN ITS EFFECTIVENESS IN
UNDERSTANDING THE OTHER SUBJECTS.2. THE MAIN
OBJECT OF STUDY OF ANATOMY IS THE ORGANISM AS A
SINGLE ENTITY, ITS STRUCTURE, DEVELOPMENT AND WH
ICH IS INFLUENCED BY VARIOUS INTERNAL AND
EXTERNAL CONDITIONS THROUGHOUT THE EVOLUTIONARY
PROCESS.
9
SUBDIVISIONS OF ANATOMY Ø      MACROSCOPIC OF
GROSS ANATOMY1.      LIVING ANATOMY2.     
CADAVERIC ANATOMY3.      COMPARATIVE
ANATOMY4.      EXPERIMENTAL ANATOMY5.     
TOPOGRAPHICAL ANATOMY / SURFACE ANATOMY6.     
RADIOLOGICAL ANATOMY7.      EMBRYOLOGICAL /
DEVELOPMENTAL ANATOMY8.      APPLIED / CLINICAL
/ SURGICAL ANATOMY Ø      MICROSCOPICAL
ANATOMY 1.      CYTOLOGY 2.      HISTOLOGY
3.      ORGANOLOGY
10
MACROANATOMY

• LIVING ANATOMY - IT DEALS WITH THE STUDY OF
  LIVING SUBJECTS. IT CAN BE STUDIED UNDER
  FOLLOWING SUBHEADS-
• INSPECTION BY SIMPLE INSPECTION MANY FACTS IN
  ANATOMY CAN BE STUDIED I.E. THE FORM, SHAPE, AND
  POSITION OF THE CLAVICLE AT THE ROOT OF NECK.
  ANAEMIA, TUMOUR ETC.

11

• PALPATION- FEELING BY HAND, THE FACTS AS
  CERTAINED BY INSPECTION CAN BE VERIFIED. DEEPER
  STRUCTURE WHICH CANNOT BE SEEN BY THE NAKED EYES
  CAN BE EXPLORED. I.E PALPATION OF ABDOMEN MAY
  LEAD TO FEELING OFABDOMINAL AORTA, VERTEBRAE,
  LIVER OR SPLEEN IF THEY ARE ENLARGED.

12

• PERCUSSION- IN THIS METHOD TAPPING IS DONE ON
  VARIOUS PARTS OF THE BODY TO ASCERTAIN THE
  OUTLINES OF VISCERA .THE FINGER ON THE SURFACE IS
  PLEXIMETER AND THE OTHER FINGER WHICH TAPS IS
  PLEXOR. THIS METHOD IS B EST USED TO ELICIT
  ASCITES, PLEURA FLUID ETC,

13

• AUSCULTATION- IT IS DONE WITH THE HELP OF AN
  INSTRUMENT STETHOSCOPE, THE FUNCTIONS OF SOME OF
  THE ORGANS IN OUR BODY CAN BE UNDERSTOOD

14
USE OF INSTRUMENTS

• ENDOSCOPIC EXAMINATION - THERE ARE SOME DEVICES
  BY WHICH INTERIOR OF SOME HOLLOW VISCERA CAN BE
  VISUALIZED AND IMPRESSION ABOUT THEIR INTERNAL
  PATTERN CAN BE GATHERED.
• GASTROENDOSCOPE- FOR EXAMINING THE OESOPHAGUS,
  STOMACH AND DUODENUM.
• LARYNGOSCOPE FOR LARYNX AND TRACHEA

15

• BRONCHOSCOPE FOR TRACHEO BRONCHIAL TREE.
• SIGMOIDOSCOPE FOR SIGMOID COLON
• PROCTOSCOPE FOR RECTUM AND ANAL CANAL
• CYSTOSCOPE FOR URINARY BLADDER
• ARTHROSCOPE FOR JOINTS

16

• RADIOLOGY
• ULTRASONOGRAPHY
• CT- SCAN
• MRI
• ECHOCARDIOGRAPHY
• ELECTROENCEPHALOGRAPHY
• ANGIOGRAPHY
• THESE ARE SOME OF THE METHODS USED TO ARRIVE AT
  AND CONFIRM THE DIAGNOSIS.

17
CADAVERIC ANATOMY

• OUR KNOWLEDGE OF ANATOMY IS BASED MOSTLY ON
  CADAVERIC ANATOMY. IN THIS METHOD THE STUDY CAN
  BE CARRIED OUT IN TWO WAYS SYSTEMIC AND REGIONAL

18
SYSTEMIC ANATOMY

• IN SYSTEMIC ANATOMY, DEPENDING ON FUNCTION,S THE
  WHOLE BODY HAS BEEN DIVIDED INTO DIFFERENT
  SYSTEMS AND THE STRUCTURES THOSE ARE CONCERNED TO
  SUBSERVE A COMMON FUNCTION, HOWEVER VARYING THEY
  MAY BE ARE GROUPED TOGETHER INA PARTICULAR SYSTEM
  FOR THEIR STUDY

19
APPLIED ANATOMY ITS
IMPORTANCE 1. STUDY OF STRUCTURAL CHANGES
CAUSED BY DISEASES, DEVELOPMENTAL ANOMALIES
OF THE ORGAN OR SYSTEM, CHANGES IN ABNORMAL
CONDITIONS AND WH EN SOME OF THE CLINICAL
CONDITIONS ARE EXAMINED AND COMPARED WITH THE
NORMAL ANATOMY 2 THE ANATOMICAL FACTS ARE
CORRELATED FOR BETTER APPROACH IN TREATMENT.
3 ESSENTIAL FOR B ETTER UNDERSTANDING OF THE
PATHOLOGICAL CONDITIONS, HELPFUL IN
DIAGNOSIS, PROGNOSIS, COMPLICATION AND
MANAGEMENT.
20
LOCOMOTOR SYSTEM

• THIS SYSTEM IS MAINLY CONCERED IN MOVEMENTS OF
  THE BODY AND THE STRUCUTES CONCERED IN MOVEMENTS
  ARE BONES, CARTILATES, MUSCLES AND JOINTS. THUS
  IT IS FURTHER SUBDIVIDED INTO-
• OSTEOLOGY STUDY OF BONES AND CARTILAGES
• MYOLOGY STUDY OF MUSCLES
• ARTHROLOGY STUDY OF JOINTS.

21
SPLANCHNOLOGY

• IN THIS SYSTEM ALL THE VISCERA, EXCEPT THE HEART
  WITH BLOOD VESSELS ARE GROUPED TOGEHER. THE
  SPLANCHNOLOGY IS FURTHER SUBDIVIDED INTO -
• ALIMENTARY SYSTEM - IT INCLUDES GASTROINTESTINAL
  TRACT, GLANDS SUCH AS SALIVARY GLAND, LIVER,
  PANCREAS ETC

22

• RESPIRATORY SYSTEM - IT INCLUDES NOSE, LARYNX,
  TRACHEOBRONCHIAL TREE AND LUNGS. THIS SYSTEM IS
  CONCERNED WITH GASEOUS EXCHANGE AND WORKS
  RHYTHMICALLY.
• ENDOCRINE SYSTEM - DEALS WITH DUCTLESS GLANDS,
  THESE GLANDS SECRETE CHEMICAL SUBSTANCES KNOWN AS
  HORMONES WHICH HAVE PROFOUND INFLUENCE ON THE
  BODY MECHANICS.

23

• UROGENITAL SYSTEM - IT INCLUDES ORGANS CONCERNED
  WITH ELIMINATION OF WASTE PRODUCTS IN THE FO RM
  OF URINE KIDNEY, URETER, URINARY BLADDER AND
  URETHRA. THE GENITAL ORGANS INCLUDE MALE AND
  FEMALE GENITAL ORGANS CONCERNED WITH REPRODUCTION.

24

• CARDIOVASCULAR SYSTEM -INCLUDES HEART, ARTERIES,
  VEINS AND LYMPHATICS.
• INTEGUMENTARY SYSTEM -
• IT INCLUDES THE SKIN, AND ITS APENDAGES SUCH
  AS HAIRS, NAILS, SWEAT AND SEBACEOUS GLANDS

25
NERVOUS SYSTEM

• IT DEALS WITH BRAIN, SPINAL CORD, CRANIAL AND
  SPINAL NERVES, IT IS DIVIDED INTO CENTRAL AND
  PERIPHERAL NERVOUS SYSTEM. THE CENTRAL NERVOUS
  SYSTEM CONSISTS OF BRAIN AND THE SPINAL CORD
  WHERE AS THE PERIPHERAL NERVOUS SYSTEM IS FURTHER
  SUBDIVIDED INTO SOMATIC NERVOUS SYSTEM AND
  AUTONOMIC NERVOUS SYSTEM. THE AUTONOMIC NERVOUS
  SYSTEM HAS SYMPATHETIC AD PARASYMPATHETIC
  COMPONENTS.

26
EMBRYOLOGY

• IT IS A PART OF ANATOMY WICH DEALS WITH THE
  DEVELOOPMENT OF EMBRYO FROM THE STAGE OF
  FERTILIZATION UP TO THE END OF THE PRENATAL LIFE.
  THE STUDY OF EMBRYOLOGY DURING THE EARLIER STAGE
  CONSISTS MOSTLY OF HISTOLOGICAL METHODS AND
  DURING LATER STAGE BOTH HISTOLOGICAL AND
  MACROSCOPICAL METHODS ARE USED.

27
COMPARATIVE ANATOMY

• IT IS A PART OF STUDY IN WICH COMPARITIVE STUDY
  OF GROSS AND EMBRYOLOGY OR MAN AND ANIMALS ARE
  MADE. IT IS FOR BETTER UNDERSTANDING OF THE
  SUBJECT AND ITS EVOLUTIONARY HISTORY.

28
EXPERIMENTAL ANATOMY

• IT DEALS WITH THE STUDY OF FUNCTIONS, GROWTH AND
  BEHAVIOUR OF A PARTICULAR TISSUE IN NORMAL AND
  ABNORMAL CONDITIONS, EXPERIMENTS ARE DONE ON
  VARIOUS WAYS, AND SUCH STUDIES COME UNDER THE
  PURVIEW OF EXPERIMENTAL ANATOMY

29
SURFACE ANATOMY

• IT DEALS WITH RECOGNITION AND PALPATION OF
  ANATOMICAL LANDMARKS SUCH AS BONY PROMINENCES,
  MUSCULAR ELEVATION ETC AND REPRESENTATION OF THE
  OUTLINE OF VISCERA OR OTHER STRUCTURES ON THE
  SKIN SURFACE.

30
APPLIED ANATOMY

• IT DEALS WITH CORELATIONS OF ANATOMICAL FACTS IN
  CONTEXT TO DISEASE OR DISEASE PROCESS FOR BETTER
  UNDERSTANDING O F SOME PATHOLOGICAL CONDITIONS .
  THESE FACTS ARE HELPFUL IN DIAGNOSIS AND TREATMENT

31
CLINICAL ANATOMY

• IT DEALS WITH THE STUDY OF CHANGES IN NORMAL
  ANATOMY WITH CONTEXT WITH ABNORMAL CONDITIONS.
  WHEN SOME CLINICAL CONDITIONS ARE EXAMINED AND
  ARE COMPARED WITH CNDITIONS IN NOMAL ANATOMY WE
  CALL IT AS CLINICAL ANATOMY.

32
FUNDAMENTAL OF ANATOMY

• ONE SHOULD KNOW ABOUT THE GENERAL PLAN OF
  CONSTRUCTION IN EACH SYSTEM AND SHOULD POSSESS A
  FAIR KNOWLEDGE ABOUT THE WORKING OF SUCH SYSTEM
• A FAIR KNOWLEDGE ABOUT THE TISSUES OF THE BODY IS
  AN ESSENTIAL PREREQUISITE TO SOUND FUNDAMENTAL IN
  THE SUNBJECT OF ANATOMY,
• ANATOMY AND PHYSIOLOGY SHOULD BE READ TOGETHER
  FOR BETTER CORELATIONS.

33
IMPORTANCE OF APPLIED ANATOMY IN
HOMOEOPATHY(A)   GROSS ANATOMY I.E. REGIONAL
ANATOMY, SYSTEMIC ANATOMY AND SURFACE
ANATOMY HELPS US IN UNDERSTANDING THE
LOCATIONS, SENSATIONS, CONCOMITANTS AND PATHOLOGY
OF ANY COMPLAINT.(B)   HISTOLOGY,
CYTOLOGY AND ORGANOLOGY HELPS US IN
UNDERSTANDING (1) THE PHYSIOLOGICAL ACTIONS
OF DRUGS OR THE SPHERE OF ACTION OF
THE DRUG. (2) THE TYPE OF CHANGES TAKING
PLACE IN A PARTICULAR REGION,I.E.
CELL, TISSUE OR GAN. THE CHANGES MAY BE
FUNCTIONAL OR STRUCTURAL AND MAY BE REVERSIBLE
OR IRREVERSIBLE. IT MAY BE
INFLAMMATORY OR CONSEQUENCE OF
INFLAMMATION. THE CHANGES MAY BE PROLIFERATIVE
OF DEGENERATIVE ETC. (3) THE
DIAGNOSIS, PROGNOSIS AND CURABILITY OF THE CASES
I.E SCOPE AND LIMITATION OF
HOMOEOPATHIC TREATMENT (4) THE MIASMS.
(5) THE POSOLOGY. 
34
(C)   NERVOUS SYSTEM IT HELPS US IN
UNDERSTANDING THE SIGNS AND SYMPTOMS OF
THE CENTRAL AS WELL AS THE PERIPHERAL
NERVOUS SYSTEM AND TO DIFFERENTIATE IT FROM THAT
OF MENTAL SYMPTOMS OF THE PATIENTS. THIS
DIFFERENTIATION HELPS IN SELECTING A
SPECIFIC REMEDY(D)   DEVELOPMENTAL ANATOMY,
EMBRYOLOGY, GENETICS, PAEDIATIC ANATOMY
AND TERATOLOGY HELPS US IN UNDERSTANDING
(1) THE NATURE OF DISEASE WHETHER
CURABLE OR NOT, SCOPE AND LIMITATION
OF HOMOEOPATHIC TREATMENT. (2) THE
CONSTITUTION I.E. PHYSICAL MAKE UP AND
TEMPERAMENT OF AN INDIVIDUAL (3) THE
FUNDAMENTAL AND DOMINANT MIASM.(E) CLINICAL
ANATOMY APPLIED ANATOMY HELPS US IN
UNDERSTANDING (1) THE DIAGNOSIS,
PROGNISIS COMPLICATIONS OF ANY
DISEASE AND ITS STATUS WHETHER CURABLE OR NOT.
(2) CLASSIFICATION OF THE SURGICAL DISEASES/
ONE SIDED DISEASES. (3) THE
INDIVIDUALIZATION OF PATIENT AND OBSTACLES I N
THE WAY TO CURE. (4) THE
SUSCEPTIBILITY OF AN INDIVIDUAL.
35
(F)   LIVING ANATOMY HELPS US IN UNDERSTANDING
THE NATURE OF THE DISEASE WHEN WE ARE AT
THE BEDSIDE AND HAS TO PERFORM THE
PHYSICAL EXAMINATION WITH THE HELP OF
VARIOUS INSTRUMENTS (G)  RADIOLOGICAL
ANATOMY DIFFERENT METHODS OF STUDIES ARE
THERE TO FACILITATE THE UNDERSTANDING OF
THE DISEASE PROCESS(H)  MOREOVER THE STUDY OF
ANATOMY INDTRODUCES THE MEDICAL STUDENTS
TO THE GREATER PART OF MEDICAL
TERMINOLOGY.
36
GUIDELINES TO THE STUDENTS OF ANATOMY

• LECTURE- ATTENDING LECTURE IS A PASSIVE PROCESS
  FROM WHICH A STUDENT DERIVES CERTAIN FACTUAL
  INFORMATION WHICH IS FOUND IN TEXTBOOKS. 
• LEARNING IT IS AN ACTIVE PROCESS AND CAN BE
  GAINED THROUGH PARTICIPATION IN ACTIVITES
  DESIGINED TO BE LEARNING EXPERIENCES. 

• STUDENTS ARE EXPECTED TO ASSUME RESPONSIBILITY OF
  THEIR OWN LEARNING. THEY SHOULD ACTIVELY SEEK
  INFORMATION FORM THE B OOKS BEFORE ATTENDING THE
  LECTURES
• THEY SHOULD LEARN VARIOUS PRACTIVAL AND
  INTELLECTUAL SKILLS OF EXAMINATION OF THE HUMAN
  BODY, IDENTIFICATION OF IITS COMPONENTS PARTS AND
  SOUND INTERPRETATION.  
• THEY SHOULD LEARN TO COMMUNICATE CLEARLY AND
  EFFECTIVELY, CORROBORATE AND COLLABORATE IN ALL
  ACTIVITIES. 

37

• THEY SHOULD LEARN TO EVALUATE THEIR OWN PROGRESS,
  TAKE REMEDIAL ACTIONS WHEREVER REQUIRED. ADAPT TO
  LIVING IN THE WORLD BEYOND THE CLASSROOM, AND
  THUS TO PREPARE THEMSELVES FOR LIFE LONG
  LEARNING, WHICH IS ESSENTIAL IN THE RAPIDLY
  EVOLVING FIELD OF MEDICINE. 
• MISSION STATEMENT-
• TO PROVIDE AN ACADEMIC ENVIRONMENT FOR THE
  PROMOTION OF LEARNING ANATOMY SO AS TO ENSURE
  QUALITY, EFFECTIVENESS AND COMPLIANCE IN MEDICAL
  EDUCATION

38

• .
• To accomplish these goals we developed learning
  opportunities that lead to the following
  educational objectives.

• BROAD OBJECTIVES
• THE ATTAINENT OF FACTUAL KNOWLEDGE.
• THE DEVELOPMENT OF PRACTICAL AND INTELLECTUAL
  SKILLS.
• 3. THE APPLICATION OF ANATOMICAL KNOWLEDGE TO
  PRACTICAL SITUATIONS.

SPECIFIC OBJECTIVES BY THE END OF THE
PRECLINICAL YEARS THE STUDENTS SHOULD BE ABLE
TO 1. RECOGNIZE THE SCIENTIFIC BASIS OF
MEDICINE IN HEALTH, COMMON AND HIGH IMPACT
MEDICAL CONDITION IN CONTEMPORARY SOCIETY.
2. DESCRIBE THE MAIN POINTS RELATING TO THE
DEVELOPMENT, STRUCTURE AND FUNCTION OF THE
HEALTHY HUMAN BODY AND EACH OF ITS MAJOR ORGANS.
3. IDENTIFY THE DIFFERENT PARTS OF THE HUMAN
BODY AND ITS MAJOR ORGANS, SYSTEMS, DISSECTED
SPECIMENTS AND THE SECTIONS OF THE BODY.
39
4. INTERPRET IMAGES OF THE HUMAN BODY OBTAINED
BY RADIOLOGY, USG, CT SCANS, MRI ETC. 5.
EXAMINE DIFFERENT PARTS OF THE LIVING BODY IN
ORDER TO TEST THEIR FUNCTIONAL INTEGRITY. 6.
IDENTIFY THE MAIN FINE STRUCTURAL FEATURES OF
TISSUES AND ORGANS AT THE HISTOLOGICAL,
ULTRASTRUCTURAL AND MOLECULAR LEVELS. 7.
DISCUSS THE IMPLICATIONS OF ALTERED STRUCTURE AND
FUNCTIONS OF THE ORGANS AND SYSTEMS IN COMMON
DISEASES. 8. ACQUIRE NEW INFORMATION AND DATE
, CRITICALLY APPRAISE ITS VALIDITY AND
APPLICATION TO ARRIVE AT A PROFESSIONAL
DEICISION. 9. ORGANIZE, RECORD, RESEARCH AND
PRESENT SCIENTIFIC AND CLINICAL INFORMATION.
40
10. DEMONSTRATE HIGH ETHICAL STANDARDS,
ACADEMIC INTEGRITY, PROFESSIONAL AND
SOCIAL RESPONSIBILITIES. 11. EXHIBIT A
CAPACITY FOR SELF EVALUATION, MORAL REFLECTION
AND ETHICAL JUDGEMENT TO FORM THE BASIS FOR A
SELF DIRECTED, LIFELONG ENGAGEMENT IN THE
RESPONSIBLE, COMMITED AND COMMPASSIONATE
PRACTICE OF MEDICINE.
41

• LABORATORY PROCEDURES IN ANATOMY

42

• COURSE COMPONENTS
• ANATOMY DISSECTION
• A SIGNIFICANT PORTION OF THE COURSE WILL BE
  DEVOTED TO DISECTING ROOM SESSIONS. STUDENTS IN
  GROUPS WILL STUDY DISSECTION OF HUMAN CADAVER,
  AND CROSS SECTIONS OF ANATOMICAL REGIONS OF THE
  ENTIRE BODY. THE UNDERSTANDING OF ANATOMICAL
  RELATIONSHIPS WILL BE REINFORCED WITH THE
  SIMULTANEOUS USE OF RADIOGRAPHIC, SECTIONAL AND
  DIGITAL IMAGING. THERE WILL BE TWO TYPES OF
  DISSECTION ROOM SESSIONS. ONE IS A STRUCTURAL
  SESSION AND THE IS REGIONAL ANATOMY SESSION. THE
  STUDENTS SHOULD FOLLOW THE SPECIMEN/ ORGANS
  MINUTELY TO MAKE A DETAILED STUDY OF THE MATERIAL
  PROVIDED

43

• STUDENTS SHOULD DIRECT THEIR OWN LEARNING,
  ENSURING THAT THEY HAVE EXAMINED THE SPECIMENS
  THOROUGHLY, IDENTIFIED ALL STRUCTURES AND
  ANSWERED ANY QUESTION THAT IS ASKED. BEFORE
  COMING TO THE SESSION STUDENTS SHOULD FAMILIARISE
  THEMSELVES WITH THE SCHEDULED PROJECT AND READ
  THROUGHLY THE TEXT AND ATLAS. STUDENTS IN THE
  GROUP ARE ENCOURAGED TO WORK TOGETHER, TO DISCUSS
  AND SHARE THEIR LEARNING WITH OTHERS IN THE GROUP.

• A TUTOR WILL BE PRESENT DURING THE DISSECTION
  SESSION TO HELP STUDENTS WITH ANY PROBLEM THEY
  MIGHT ENCOUNTER. THE TUTORS WILL ALSO ENCOURAGE,
  STIMULATE AND CHALLENGE THE STUDENT TO LEARN
  INDEPENDENTLY AND MAY PROMPT STUDENTS TO DISCUSS
  SPECIRIC QUESTIONS OR CLINICAL APPLICATIONS
  RELATED TO THE REGION OF THE BODY BEING STUDIED

44
LIVING ANATOMY AN ESSENTIAL ASPECT AIMED AT
DEVELOPING SKILLS OF CLINICAL EXAMINATION AND
INTERPRETATION OF CLINICAL IMAGES IN CLINICAL
PRACTICE. 

• Dummy  models
• ARE AVAILABLE FOR PRACTICING CERTAIN CLINICAL
  PROCEDURES SUCH AS PELVIC EXAMINATION, MAMMARY
  GLAND AND VEIN PUNCTURE
• RADIOGRAPHS, CT-SCANS, MRIS AND USG IMAGES WILL
  ALSO BE AVAILABLE AND ARE CONSIDERED TO BE AN
  INTEGRAL PART OF LIVING ANATOMY AS THEY ALLOW
  VISUALIZATION OF INTERNAL STRUCTURE OF THE LIVING
  BODY.  

• RADIOLOGY CROSS-SECTIONAL IMAGING
• TO DEVELOP AN UNDERSTANDING OF THE RELATIONSHIPS
  OF THREE DIMENSIONAL ANATOMY TO BASIC NORMAL
  FINDING IN RADIOLOGICAL IMAGING.  
• HELP STUDENTS TO DETERMINE THE LEVEL OF
  ANATOMICAL DETAIL REQUIRED IN THE INTERPRETATION
  OF THE IMAGES.

45

• CRITICAL THINKING
• TO PROMOTE INDEPENDENT, SELF DIRECTED LEARNING,
  TO THINK ABOUT THE RELEVANCE AND APPLICATION OF
  ANATOMY.
• TO STIMULATE STUDENTS TO ANALYZE PROBLEMS AND
  PRESENT POSSIBLE SOLUTIONS.
• TO ENCOURAGE ACTIVE PARTICIPATION OF STUDENTS IN
  GROUP DISCUSSION FOR GETTINMG IMMEDIATE FEED
  BACK.
• STUDENTS ARE PRESENTED WITH CLINICAL PROBLEMS
  AND A SET OF RELATED QUESTIONS IN ADVANCE IN THE
  SCHEDULED SESSION.
• STUDENTS SHOULD STUDY THE PROBLEMS AND LOOKE UP
  ANY REQUIRED INFORMATION. 
• STUDENTS WILL BE REQUIRED TO PRESENT THEIR
  ANSWERS TO THE PROBLEMS, CRITICIZE, DISCUSS AND
  IMPROVE THEIR ANSWERS.

• CRITICAL THINKING IS A RATHER NEW CONCEPT IN
  TEACHING B UT IS BEING INTRODUCED AT ALL LEVELS
  OF EDUCATION.

46

• LECTURES
• TO FOCUS ON MAJOR ANATOMICAL CONCEPTS AND
  INTRODUCE CLINICAL RELATIONSHIPS. 
• NOT INTENDED TO PRESENT ALL INFORMATION THE
  STUDENTS ARE EXPECTED TO KNOW, AND WHICH MAY BE
  OBTAINED FROM THE TEXTBOOKS AND READING
  MATERIALS.
• ONLY SMALL PROPORTION OF NEW MATERIAL CAN BE
  ABSORBED BY STUDENTS DURING LECTURE.
•  
• IF THE LECTURE IS THE FIRST EXPOSURE OF A
  STUDENT TO A PARTICULAR TOPIC, VERY LITTLE OF IT
  CAN BE ABSORBED AND IS OFTEN DIFFICULT FOR THE
  STUDENT TO FOLLOW.
•  
• CONVERSELY THE STUDENT WHO ALREADY HAS SOME
  KNOWLEDGE OF THE TOPIC WILL B E ABLE TO
  UNDERSTAND AND ABSORB MUCH MORE OF THE MATERIAL
  BEING PRESENTED.  

47

• HISTOLOGY
• PROVIDES THE FOUNDATION OF CLINICAL MICROANATOMY
  AND CELL FUNCTIONS. 
• EMPHASIZES THE RELATION BETWEEN CELL AND TISSUE
  STRUCTURE TO THEIR FUNCTIONS.
• IS A REQUISITE FOR SUBSEQUENT LEARNING OF
  HISTOPATHOLOGY, PATHOPHYSIOLOGY AND RELATED
  CLINICAL PROBLEMS.

48

• CELL BIOLOGY
• FOR UNDERSTANDING THE MOLECULAR MECHANISMS OF
  CELLULAR FUNCTIONS, AND FOR CORRELATION OF ULTRA
  STRUCTURE TO MOLECULAR EVENT.
• MOLECULAR BIOLOGY PROVIDES THE KEY TO
  UNDERSTANDING THE BASIS OF LIFE AND HAS BECOME AN
  IMPORTANT ASPECT OF MEDICINE.
• PROVIDES A BASIC UNDERSTANDING OF A NORMAL AND
  DISEASE PROCESSES FROM NORMAL CONTROLLED CELL
  DIVISION TO THE UNCONTROLLED GROWTH AND DERANGED
  FUNCTIONING OF CANCER CELLS.
•  
• FOR UNDERSTANDING OF THE ACTION OF CERTAIN
  DRUGS ON DISEASED CELLS. 
• PROVIDES AN UNDERSTANDING OF SOME EMBRYOLOGICAL
  PROCESSES AND OF MANY GENETIC DISORDERS.

49

• EMBRYOLOGY
• EMBRYONIC AND FETAL DEVELOPMENT FROM THE
  BEGINNING OF HUMAN LIFE, WHICH ARE NOT ONLY
  FUNDAMENTAL BIOLOGICAL IMPORTANCE BUT ALSO HAVE
  HIGHLY TOPICAL, ETHICAL AND MORAL IMPLICATIONS. 
• THE PROCESS OF DEVELOPMENT ALSO EXPLAIN SEVERAL
  ASPECTS OF ADULT HUMAN ANATOMY.

• SUPERVISED CLINICAL EXPERIENCE
• THE CLINICAL TUTOR WILL PRESENT THE PATIENT AND
  HIS OR HER CASE HISTORY, DEMONSTRATE
  ANATOMICALLY RELEVANT POINTS AND CLINICAL
  EXAMINATION. 
• TO GIVE THE STUDENTS THE OPPORTUNITY TO
  ENCOUNTER PATIENTS AND THE ACTUAL CLINICAL
  SITUATIONS.   

• SELF-STUDY
• INTENDED FOR INDEPENDENT, SELF DIRECTED USE OF
  DEPARTMENTAL RESOURCES, EDUCATIONAL MATERIALS
  SUCH AS INTERACTIVE SOFTWARE, THE INTERNET AND
  TEXT BOOKS.

50

• THE ANATOMY PROJECT
• EACH STUDENT IS REQUIRED TO PERFORM A SMALL
  PRACTICAL PROJECT.
•  
• IT MAY DEAL WITH ANY ASPECT OF ANATOMY INCLUDING
  GROSS ANATOMY, HISTOLOGY OR EMBRYOLOGY.
•  
• IT MAY TAKE A VARIETY OF FORMS INCLUDING THE
  PRODUCTION OF A DISSECTION, A SMALL RESEARCH
  PROJECT, A THREE DIMENSIONAL MODEL, A VIDEO,
  CD-ROM OR A LIBRARY BASED RESEARCH.
• THE OBJECTIVES OF THE ANATOMY PROJECT ARE TO
  DEMONSTRATE STUDENTS ABILITIES TO
• DEFINE THE AIMS OF THEIR PROJECT.
• PLAN AND ORGANIZE THE PROJECT.
• APPLY PRACTICAL SKILLS IN THE PERFORMANCE OF THE
  PROJECT.
• 4. WRITE A BRIEF AND RELEVANT SCIENTIFIC REPORT
  ABOUT THE PROJECT.

51
THANK YOU