FAP Block 3 Course Outline – Anatomy of the Head and Neck

6 Comments

Course name

Anatomy of the Head and Neck

Normal year taken

4

Course level (UG/PG)

UG

SCQF credits

20

SCQF level

10

Total contact teaching hours

Total hours: 200 (12 lecture hours; 24 supervised practical/workshop hours; 2 formative assessment hours; 1 summative assessment hour; 161 guided self-study and independent learning hours)

Short course description

This course will provide students with an advanced knowledge of clinically-relevant head and neck anatomy, focusing on skeletal structure, cavities, musculature, neurovascular supply, neck viscera, and special sensory organs. They will also learn associated cranial nerve anatomy, and relevant neuroanatomy.

Learning outcomes

  1. Understand the detailed anatomy of the head and neck, to a level of being able to confidently teach relevant anatomy to undergraduate students
  2. Communicate competently and confidently using anatomical terminology
  3. Relate anatomical structure to function, and to relevant clinical scenarios
  4. Learn how to carry out independent clinically-related scientific research and be familiar with prominent relevant scientific literature
  5. Critically evaluate anatomical variation and possible resulting pathology

Components of assessment

Practical exam (40%), Clinically-related research report (60%)

  • A practical ‘SPOT’ examination where an understanding of anatomy structure and function will be assessed
  • Research report – a 2,000-word report demonstrating critical appraisal of scientific literature concerning the clinical relevance and application of specific head and neck anatomy/surgery/pathology

Course description

This course will provide students with an advanced knowledge of clinically-relevant head and neck anatomy, focusing on skeletal structure, cavities, musculature, neurovascular supply, neck viscera, and special sensory organs. They will also learn associated cranial nerve anatomy, and relevant neuroanatomy. The course will consist of tutorials, lectures, and practical’s to cover the subject material. Guided self-study is expected and supported in order to fulfil the requirements of this course. Students will utilise their anatomy knowledge to critically evaluate anatomical variation and pathology of the head and neck. An independent research project will be completed alongside anatomy learning and a summative SPOT test will conclude the course.

Teaching and Learning Approach:

Guided practical sessions using prosected specimens and lectures/tutorials will facilitate self-directed learning and support an excellent comprehension of head and neck anatomy. Progress will be regularly monitored by members of anatomy staff and fed back to students.

The expectation is that a 10-credit course requires 100 student effort hours. Therefore, as a 20-credit course 200 hours of student effort are expected. This includes attending lectures, practical’s, self-study, and assessment time.

Course Breakdown:

  • Weeks 1-2: Skeletal anatomy, muscles and vascular supply
  • Weeks 3-4: The neck (muscles, triangles and contents)
  • Weeks 5-7: Cranial nerves and special sensory organs (eyes, ears)
  • Weeks 8-10: Aero-digestive tract (nose/pharynx/larynx)

6 thoughts on “FAP Block 3 Course Outline – Anatomy of the Head and Neck”

  1. Hello Chris,

    For learning outcome 1 can you be more specific about what you want the students to be able to do at the end of your course? How would they demonstrate the understanding you mention?

    I’m confused as to why you seem to have two sets of learning outcomes. You’ve got your list 1-5 but also the text that follows “on completion of this course students should have …” and the two sets of outcomes seem different?

    Best,

    Velda

  2. Hi Chris,

    Your course outline looks really good to me. Thanks for being the first one in our group to post one so that I had something to look at when it came to putting together my own. 🙂

    In answer to Velda’s first point, I wonder if one way you might be able to expand learning outcome one is to add the words ‘for the purpose of’, or ‘as demonstrated by’, or something like that. I echo her question, also, about how you seem to have two sets of learning outcomes.

    The SPOT test sounds intense! Since something like this could one day have implications for another person’s life and/or well-being, what’s an acceptable score for that? (Curious.)

    Thanks again for this! Will look forward to seeing how this further develops in due course.

    With every good wish,
    Clement

  3. Hi Velda and Clement,

    Thanks for your comments on my course proposal – they are very helpful in making it a bit clearer for all!. I have re-written and combined these learning outcomes to reduce confusion and make it all a bit clearer. and the changes are reflected in the edited plan above.

    With regards to the spot test – its an interesting question you pose. In existing SPOT tests (already used by the department), the pass mark is set by moderation of the spread of results, but is usually around 50-60%. Personally I feel this is quite low due to things like you suggested above so might try to ensure that the pass mark is higher, while trying to stay within university guidelines/policies!

    BW

    Chris

    1. Hi Chris

      Great job – I think it is really detailed, probably going to need to add a bit more to mine. I particularly like your learning objectives, you have obviously done a bit of work on them. I still struggle a bit with the wording of learning objectives, getting them specific enough and pinning down how students can demonstrate it to us feels like it takes a lot of practice!
      Jennie

  4. Hi Chris

    I very much enjoyed reading the description of your course design. It is thorough and well thought -through. In fact, I wished I had read yours before I wrote mine as it also inspired me in adding a few more details 🙂 …. There was only one question I had: In your course description you mention: ‘An independent research project will be completed …’, this made me think that trainees will be required to actively seek out empirical data in order to complete a research project. This seemed like a lot on top of everything else, but then I realised that this is likely a reference to the 2000-word-long literature review they will be required to complete as part of their assessment. It’s likely just my confusion due to being used to ‘research projects’ meaning something specific, but thought I’d mention it.

    Thanks again for the inspiration (as above) and best wishes,

    Ingrid

  5. Hi Chris,

    I like how you’ve reworked the learning outcomes, especially the first one in which the aim is now that students would be able ‘to confidently teach relevant anatomy to undergraduate students’. That’s a great aspiration and it’s clear what the expectation is. Well done with that!

    And thanks for answering my random question about passing marks for the SPOT test!!

    All good wishes,
    Clement

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