Course Outline
BIM208 Clinical Anatomy
Course Coordinator:Connor Blythe (cblythe@usc.edu.au) School:School of Health - Anatomy
2027Trimester 3
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
Clinical Anatomy provides an in-depth understanding of human structure and function in a clinical context, including an introduction to medical imaging. Emphasis is placed on musculoskeletal anatomy (bones, joints, ligaments, and muscles) and associated neuroanatomy of the brain, spinal cord, and peripheral nervous system. You will explore tissue mechanical properties and explain how structure relates to movement and function, applying anatomical knowledge to clinically relevant scenarios and assessments in health and medical sciences.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – This course utilises a flipped-classroom approach, where learning materials (short videos, interactive elements, formative quizzes and more) per week will be available on Canvas | 2hrs | Week 1 | 12 times |
| Laboratory 1 – Anatomy laboratories will provide students with the opportunity to handle anatomical models and digital technologies. There will be radiological correlation stations (radiographs, CTs, and MRIs), integration of live ultrasound demonstrations, and OSCE practice for applied identification. There will be a dedicated 0.5 hour session at the end of each laboratory dedicated to reflection and self-testing | 3hrs | Week 1 | 11 times |
| Tutorial/Workshop 1 – Small-group active learning sessions focused on problem-solving, application and reasoning. This workshop will be focused on clinical anatomy, activities may include: palpation and surface anatomy stations, peer-teaching, application of pre-class concepts to cases, body mapping (drawing and taping) | 2hrs | Week 1 | 11 times |
| Fieldwork – Anatomy Wet Lab Intensive (Timing to be advised via CANVAS) | 16hrs | Refer to Format | Once Only |
Course Topics
The course will build on introductory anatomy and cover the following major topics:
- Lower limb musculoskeletal anatomy
- Upper limb musculoskeletal anatomy
- Head and trunk musculoskeletal anatomy
- Neuroanatomy and clinical applications
- Introduction to medical imaging
What level is this course?
200 Level (Developing)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Physiotherapy Board of Australia | |
| 1 | Identify and describe musculoskeletal and neuroanatomy (including bones, joints, ligaments, muscles, nerves, vascular structures), explaining key functional roles and biomechanical properties. | Knowledgeable |
1.1, 1.2, 3.1 |
| 2 | Describe how the musculoskeletal and nervous systems work together to produce sensation, movement, and reflexes, and use this knowledge to begin to interpret clinical presentations arising from injury, disease, or ageing. | Creative and critical thinker |
1.1, 1.2, 3.1 |
| 3 | Identify and describe the gross anatomy and organisation of the central and peripheral nervous system, and the mediastinum and thorax, with an emphasis on cardiovascular and respiratory system anatomy. |
Knowledgeable Communication |
1.1, 1.2, 3.1, 3.2 |
| 4 | Communicate anatomical findings using discipline-appropriate terminology, report basic imaging observations, and collaborate in case discussions consistent with early health-professional practice expectations. |
Engaged Communication |
1.1, 1.2, 1.3, 3.1, 3.2 |
| 5 | Recognise and begin to interpret common medical imaging modalities to distinguish between healthy non-pathological anatomy and introductory trauma and pathology across musculoskeletal, neurological and cardiorespiratory systems. |
Creative and critical thinker Problem solving |
1.1, 1.2, 3.1, 3.2, 5.1 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Physiotherapy Board of Australia | |
| 1.1 | Plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment |
| 1.2 | Involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making |
| 1.3 | Review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life |
| 3.1 | Use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others |
| 3.2 | Record and effectively communicate physiotherapy assessment findings, outcomes and decisions |
| 5.1 | Engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
HLT109
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Early in-class formative feedback will be provided each week to ensure progressive development of content knowledge and skills. Early low-weighted in-class online quizzes from week four will also provide instant and constructive feedback.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Portfolio | Individual | 40% | In-class online quizzes will be undertaken at the end of each learning module, maximum 20 minutes per quiz. The competency sign-off will occur each week progressively throughout the semester. |
Refer to Format | In Class |
| All | 2 | Case Study | Individual and Group | 30% | Group Presentation: Video submission (8 to 10 minutes) uploaded to Canvas via an online submission. |
Week 11 | Online Assignment Submission with plagiarism check |
| All | 3 | Practical / Laboratory Skills, and Written Piece | Individual | 30% | 90 minutes |
Exam Period | Exam Venue |
| All - Assessment Task 1:Portfolio/Quizzes | |||||||||||||
| Goal: | In-person and online quizzes will be undertaken at the end of each learning module in-class to encourage regular engagement and consolidation of learning material (both online and in-class), and to provide progressive regular feedback. To develop students’ ability to accurately identify and palpate surface anatomical landmarks, demonstrate and describe functional movements using biomechanical terminology, communicate and collaborate effectively within a team, and interpret key musculoskeletal, cardio respiratory, and neurological structures on common medical imaging modalities. |
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| Product: | Portfolio | ||||||||||||
| Authorship Statement: | |||||||||||||
| Format: | Short online quizzes will be completed in-class using Cadmus at the end of each learning block module (every three weeks). Weeks 3, 6, 9, and 12. Each in-class online quiz will be worth 5%. The progressive competency sign-off will be completed in-class during weekly workshops. No formal written submission is required. Performance will be assessed in real-time using a structured marking guide / competency checklist. This progressive sign-off will be worth 20% of the students total grade. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Applying technologies |
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| All - Assessment Task 2:Neurological Case Study Assignment | |||||||
| Goal: | This assessment enables students to apply functional and clinical anatomy knowledge to interpret and communicate the anatomical basis of a specific posture, injury, entrapment, or lesion. Working collaboratively in small groups, students will identify and explain the affected anatomical structures (musculoskeletal and neurovascular), distinguish sensory and motor involvement, and demonstrate relevant surface anatomy. Students will compare and contrast non-pathological versus altered posture and movement and communicate their reasoning using accurate discipline-appropriate terminology. |
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| Product: | Case Study | ||||||
| Authorship Statement: | |||||||
| Format: | Group Size: Four students per group One video file per group to be submitted via Canvas. All group members must be visible, actively contribute, and meet the content requirements. For specific content requirements, please refer to Canvas . |
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| Criteria: |
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| Generic Skills: | Communication, Collaboration, Problem solving, Organisation, Applying technologies, Information literacy |
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| All - Assessment Task 3:Lab-Based Anatomy Examination | |||||||
| Goal: | To assess student knowledge and understanding with regards to musculoskeletal, neuroanatomy, cardio respiratory and medical imaging and implications for physiotherapy and broader allied health. |
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| Product: | Practical / Laboratory Skills, and Written Piece | ||||||
| Authorship Statement: | |||||||
| Format: | Station-based anatomy exam including use of models, diagrams, imaging and case study questions |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Applying technologies |
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Assessment to competency mapping
| Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
|---|---|---|---|---|
| Physiotherapy practice thresholds in Australia and Aotearoa New Zealand | ||||
| All delivery modes | Case Study | Neurological Case Study Assignment | 1.1 | Practiced, Assessed |
| 1.2 | Practiced, Assessed | |||
| 1.3 | Practiced, Assessed | |||
| 3.2 | Practiced, Assessed | |||
| Portfolio | Portfolio/Quizzes | 1.1 | Practiced, Assessed | |
| 1.3 | Practiced, Assessed | |||
| 3.1 | Practiced, Assessed | |||
| 3.2 | Practiced, Assessed | |||
| 6.1 | Practiced, Assessed | |||
| 7.1 | Practiced, Assessed | |||
| Practical / Laboratory Skills, and Written Piece | Lab-Based Anatomy Examination | 1.1 | Practiced, Assessed | |
| 1.2 | Practiced, Assessed | |||
| 1.3 | Practiced, Assessed | |||
| 3.1 | Practiced, Assessed | |||
| 3.2 | Practiced, Assessed | |||
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Schedule
| Period and Topic | Activities |
Module 1: Lower Limb Musculoskeletal Anatomy and Imaging |
Online Learning, Laboratory and Workshop Sessions |
Module 2: Upper Limb Musculoskeletal Anatomy and Imaging |
Online Learning, Laboratory and Workshop Sessions |
Module 3: Head and Trunk Musculoskeletal Anatomy, and Imaging |
Online Learning, Laboratory and Workshop Sessions |
Wet Anatomy Lab Field Trip |
Laboratory, workbook, and cadaver spot tests |
Module 4: Neuroanatomy and Neuroimaging |
Online Learning, Laboratory and Workshop Sessions |
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Roger W. Soames | 2024 | Anatomy and Human Movement | 8 | Elsevier |
| Recommended | Theresa M. Campo | 2024 | Medical Imaging for the Health Care Provider | 2 | Springer |
| Recommended | Laurie Lundy-Ekman,Laurie Lundy-Ekman, PhD, PT | 2022 | Neuroscience: Fundamentals for Rehabilitation | n/a | Saunders |
Specific requirements
Students will be required to purchase and use a laboratory coat and safety goggles, and will interact with human donor specimens during an intensive wet anatomy lab visit to Griffith University.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: