Advanced Anatomy (Lincoln)

Code

MEDS3060

School

Medical Education Centre

Level

3

Credits

10

Semesters

Spring UK

Summary

Anatomy has traditionally been considered one of the most fundamental components of medical education. As in many modern medical schools, the Lincoln Medical School, students are taught anatomy through prosections, anatomical models and imaging. This module aims to extend this experience through dissection, by providing an additional opportunity to students who have a detailed interest in human anatomy and its clinical relevance to medicine.

It is important to note that there is a considerable amount of time devoted to timetabled dissection hours and this module would specifically suit students who have a very keen interest in anatomy. Students should have a good fundamental knowledge of gross anatomy. 

Throughout the module, students will work in pairs which will also serve to improve their team working and communication skills. The assessment method will also serve to enhance their communication skills and their confidence in discussing anatomy with their peers and examiners.

In this module, students will be introduced to the legislation related to anatomical teaching, understand the difference between dissection and prosection and gain advanced dissection skills to produce a prosection that can ultimately be used for teaching purposes – this is a significant added advantage to increase the number of prosections available for teaching. Students will also have the opportunity to expand their current knowledge of a specific anatomical region, with a focus on its clinical relevance.  Students will also understand embalming methods and procedures.
 

Target Students

A10L Students only

Classes

• One 3-hour seminar
• One 3-hour practicum each week for 5 weeks
• One 2-hour lecture

The module will be delivered by a series of lecture and practical sessions, but there is also a requirement for substantial private study to consolidate understanding of the material covered in the course, and to demonstrate an understanding of the nature and significance of the taught material. Students will have the opportunity to reflect on their own learning experiences. Lectures: Introduction to the optional module and HTA, legal framework and health and safety; Introduction to prosections and advanced dissection skills. Practical sessions: Dissection activity leading to the creation of a prosection to be used for future teaching. Aside from the timetabled dissection hours (as stated above), students will be able to continue with their dissection as self-directed learning by prior arrangement with the administrator of the module. Assessment: All aspects of assessment will be done with the whole group so that students learn from each other

Assessment

• 30% Coursework 1: Dissection Plan and Reflective Portfolio: Produce a clear team (students to work in pairs) dissection plan in week 1. You also have to produce an individual reflective portfolio (with dissection photographs) using Kolb’s learning cycle over the semester. 1,000 words
• 30% Presentation 1: A team (students to work in pairs) presentation on the applied clinical anatomical knowledge as relevant to their prosected specimen. Students will also be examined on their anatomical knowledge of the region of the body they have chosen to prosect (viva). 10 minutes presentation followed by 5 minutes Q&A
• 40% Coursework 2: Create a team prosection specimen

Assessed by end of spring semester

Educational Aims

Learning Outcomes

The students will achieve learning outcomes within the GMC’s Outcomes for Graduates (2018) as follows: (for “Newly qualified doctors” read “Students”) 

Outcomes 1: Professional Values and Behaviour

Professional and Ethical Responsibilities

2  Newly qualified doctors must behave according to ethical and professional principles.  

They must be able to:

c-  summarise the current ethical dilemmas in medical science and healthcare practice; the ethical issues that can arise in everyday clinical decision-making; and apply ethical reasoning to situations which may be encountered in the first years after graduation

d- maintain confidentiality and respect patients’ dignity and privacy

e- act with integrity, be polite, considerate, trustworthy and honest

f- take personal and professional responsibility for their actions

g- manage their time and prioritise effectively

j-  recognise the potential impact of their attitudes, values, beliefs, perceptions and personal biases (which may be unconscious) on individuals and groups and identify personal strategies to address this

m- act appropriately, with an inclusive approach, towards patients and colleagues

n-  be open and honest in their interactions with patients, colleagues and employers when things go wrong – known as the professional duty of candour

p- explain and demonstrate the importance of professional development and lifelong learning and demonstrate commitment to this

q- work effectively and appropriately as a mentor and teacher for other learners in the multi-professional team

t- explain and demonstrate the importance of engagement with revalidation,6 including maintaining a professional development portfolio which includes evidence of reflection, achievements, learning needs and feedback from patients and colleagues

u- engage in their induction and orientation activities, learn from experience and feedback, and respond constructively to the outcomes of appraisals, performance reviews and assessments.

3  Newly qualified doctors must demonstrate awareness of the importance of their personal physical and mental wellbeing and incorporate compassionate self-care into their personal and professional life. They must demonstrate awareness of the need to:

b- manage the personal and emotional challenges of coping with work and workload, uncertainty and change

c- develop a range of coping strategies, such as reflection, debriefing, handing over to another colleague, peer support and asking for help, to recover from challenges and set-backs.

Legal responsibilities 

4  Newly qualified doctors must demonstrate knowledge of the principles of the legal framework in which medicine is practised in the jurisdiction in which they are practising and have awareness of where further information on relevant legislation can be found.

Patient safety and quality improvement 

5  Newly qualified doctors must demonstrate that they can practise safely. They must participate in and promote activity to improve the quality and safety of patient care and clinical outcomes. They must be able to: 

b-  promote and maintain health and safety in all care settings and escalate concerns to colleagues where appropriate, including when providing treatment and advice remotely

c-  recognise how errors can happen in practice and that errors should be shared openly and be able to learn from their own and others’ errors to promote a culture of safety 

d- apply measures to prevent the spread of infection, and apply the principles of infection prevention and control

e- describe the principles of quality assurance, quality improvement, quality planning and quality control, and in which contexts these approaches should be used to maintain and improve quality and safety

f- describe basic human factors principles and practice at individual, team, organisational and system levels and recognise and respond to opportunities for improvement to manage or mitigate risks

g- apply the principles and methods of quality improvement to improve practice (for example, plan, do, study, act or action research), including seeking ways to continually improve the use and prioritisation of resources

Leadership and team working 

8  Newly qualified doctors must recognise the role of doctors in contributing to the management and leadership of the health service. 

They must be able to: 

a- describe the principles of how to build teams and maintain effective team work and interpersonal relationships with a clear shared purpose

b- undertake various team roles including, where appropriate, demonstrating leadership and the ability to accept and support leadership by others

c- identify the impact of their behaviour on others 

d- describe theoretical models of leadership and management that may be applied to practice.

Outcomes 2 – Professional Skills

Communication and interpersonal skills 

10  Newly qualified doctors must be able to communicate effectively, openly and honestly with patients, their relatives, carers or other advocates, and with colleagues, applying patient confidentiality appropriately. 

They must be able to:

a- communicate clearly, sensitively and effectively with patients, their relatives, carers or other advocates, and colleagues from medical and other professions, by: 

• listening, sharing and responding
• demonstrating empathy and compassion
• demonstrating effective verbal and non-verbal interpersonal skills
  making adjustments to their communication approach if needed, for example for people who communicate differently due to a disability or who speak a different first language
• seeking support from colleagues for assistance with communication if needed.

b- communicate by spoken, written and electronic methods (including in medical records) clearly, sensitively and effectively with patients, their relatives, carers or other advocates, and colleagues from medical and other professions. This includes, but is not limited to, the following situations:

• where there is conflict or disagreement

c-  use methods of communication used by patients and colleagues such as technology-enabled communication platforms, respecting confidentiality and maintaining professional standards of behaviour.

Using information effectively and safely 

19  Newly qualified doctors must be able to use information effectively and safely in a medical context, and maintain accurate, legible, contemporaneous and comprehensive medical records.

They must be able to:

b- apply the requirements of confidentiality and data protection legislation and comply with local information governance and storage procedures when recording and coding patient information

c- explain their professional and legal responsibilities when accessing information sources in relation to patient care, health promotion, giving advice and information to patients, and research and education

Outcomes 3 – Professional Knowledge

Applying biomedical scientific principles 

22  Newly qualified doctors must be able to apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care. This must include principles and knowledge relating to anatomy, biochemistry, cell biology, genetics, genomics and personalised medicine, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and clinical pharmacology, and physiology. They must be able to:

a- explain how normal human structure and function and physiological processes applies, including at the extremes of age, in children and young people and during pregnancy and childbirth

Conveners

• Professor David O'Brien