Gross Anatomy, Embryology, and Imaging Course Syllabus*

AY 2024-2025

Program: Medicine Program

Course Title: Gross Anatomy, Embryology, and Imaging

Codification/Number: ANA6010

Contact Hours: 128

Credits: 9

Pre-requisites: None

PONCE CAMPUS COURSE FACULTY & STAFF:

Dr. Juan B. Fernandez-Perez, Ph.D Professor & Course Director

Dr. Meredith Irizarry, MD Assistant Professor & Course
Coordinator
Dr. Darah Fontanez Nuin, Ph.D Associate Professor
Dr. Armando J. Ruiz, MD Assistant Professor
Dr. Ivan Hourruitiner, MD Instructor
Dr. Juan Ramos, MD Assistant Professor
Dr. Victor Collazo, MD Assistant Professor
Dr. Lilith Torres, Ph.D Assistant Professor
Dr. Aileen Questell Instructor
Dr. Christian Benitez, MD Assistant Professor
Dr. Eric Cardona, MD Instructor
Invited Clinical Faculty
Mrs. Graciela Torres Cruz Administrative Assistant
PONCE CAMPUS FACULTY’S CONTACT INFORMATION:

Name Office hours** Extension E-mail

Dr. Juan B. Fernandez Mondays: 1-4pm 4830 jfernandez@[Link]
Tuesdays: 1-
4pm
Dr. Meredith Irizarry By appointment 4830 meirizarry@[Link]
Dr. Darah Fontanez Mondays: 1-3pm 4703/4830/5736 dfontanez@[Link]
Dr. Armando J. Ruiz By appointment 4830 ajruiz@[Link]
Dr. Ivan Hourruitiner Mondays: 1-3pm 4830 ihourruitiner@[Link]
Fridays: 8-10am
Dr. Victor Collazo By appointment 4830 vcollazo@[Link]
Dr. Lilith Torres By appointment 4830 litorres@[Link]
Dr. Aileen Questell By appointment 4830 aquestell@[Link]

ST. LOUIS CAMPUS COURSE FACULTY & STAFF:

Dr. Annessa Blackmun, DPM ablackmun@[Link]

Dr. Shannon Green, DC sgreen@[Link]
Dr. Dan Welch, PhD dwelch@[Link]

* The Course Syllabus is subject to changes. In the event that a change occurs, the
student will be informed via Canvas LMS announcement.
**It is recommended that the professor is contacted in advance through email (cc to
administrative assistant)
REQUIRED TEXTBOOKS

Moore’s Clinically Oriented Anatomy

Keith L Moore, Arthur F. Dalley & Anne M.R. Agur
9th Ed. Revised (2023), Lippincott Williams & Wilkins, ISBN: 978-1975209544

Netter’s Atlas of Human Anatomy

F.H. Netter and J.T. Hansen
8th Ed. (2022), Elsevier, ISBN: 978-0323680424

Langman’s Medical Embryology

T.W. Sadler
15th Ed. (2023), Lippincott Williams & Wilkins, ISBN: 978-1975179960

RECOMMENDED TEXTBOOKS

Board Review Series: Gross Anatomy

Nancy Halliday and Harold Chung
10th Ed. (2023), Lippincott Williams & Wilkins, ISBN: 978-1975181376

BRS Embryology
Ronald W. Dudek
6th Ed. (2014), Lippincott Williams & Wilkins, ISBN: 978-1451190380

COURSE RESOURCES

1. Complete Anatomy 24 App. Professional 3D Human Atlas. 3D4 Medical –

access through the Library.
2. Anatomy bone boxes are available for short term loan to students on a first-come,
first-serve basis.
4. Helpful Websites Library Resources:
a. Lippincott Williams and Wilkins: [Link]
b. University of Michigan;
[Link]
INTRODUCTION

The Gross Anatomy, Embryology and Imaging course consists of a detailed study of the
normal structure, development, and organization of the human body. This course
undertakes a regional approach rather than a systemic approach to Gross Anatomy,
Embryology & Imaging and is distributed into three block contents. Gross structures are
studied by specimen dissection and demonstration. The radiology component of Gross
Anatomy serves as the introduction to radiology and prepares the student for further
development. Lectures stress the contribution of developmental events to gross anatomical
organization and the correlation of this organization with clinically relevant conditions.

COURSE FORMAT

The Gross Anatomy, Embryology and Imaging Course is delivered by previously recorded
sessions (available in Canvas LMS). In Class Sessions (ICS) will follow a flipped-
classroom format. Students must watch and learn the material from the recorded lectures
prior to the interactive discussion session (ICS) for that material. Each topic has an
accompanying handout that includes a list of objectives, together with a reference for the
chapter(s) in which the topic is discussed in the official class textbook. The list of official
course textbook is Clinically Oriented Anatomy by Moore (ed), 9th edition.

GENERAL OBJECTIVES OF THE COURSE

1. To facilitate students’ acquisition of knowledge and understanding of normal structure

and function of the human body as the basis of medical practice.

2. To provide students a visual and three-dimensional knowledge and understanding of

the human body through the experience of dissection, prosection and models.

3. To utilize clinical correlations to enhance the basic knowledge obtained in Gross

Anatomy lectures and laboratory.

4. To foster and reinforce the study and understanding of the transformation undergone
by a fertilized egg into a new individual.

5. To introduce a variety of non-invasive imaging techniques, such as X-rays, CT, MRI

scans, arteriograms, and the interpretation of anatomy as visualized by such techniques.
COURSE CONTENT DISTRIBUTION:
Block Topics
Gross Anatomy, Embryology, and Imaging:
I Back, Thorax & Abdomen
Exam I: 80% GA & 20% Embryo

II Pelvis, Perineum, Upper & Lower Limbs

Exam II: 90% GA & 10% Embryo

III Head & Neck

Exam III: 90% GA & 10% Embryo
Students are fully responsible of independently studying (self-study) all bony
structures, joints, and lymphatic system.

GRADING CRITERIA
Final grade in Gross Anatomy-Embryology & Imaging is based on evaluation of:

3-Written Examinations Exam I 80% GA 20% Embryo

Exam II 90% GA 10% Embryo
40 %
Exam III 90% GA 10% Embryo
•Students are fully responsible for all bony
structures & lymphatic system. *There are
NO repositions
3-Lab Practical Exams 30 % Exam I: Back, Thorax & Abdomen
Exam II: Pelvis, Perineum, Upper & Lower
Limbs
Exam III: Head & Neck
*Students are fully responsible for all bony
structures & lymphatic system. *There are
NO repositions
Laboratory Work/ 10 % Lab Quiz and Dissections (subject to 100%
Performance attendance to lab period)
*There are NO repositions
CAS NBME 20 % The office of Academic Affairs will
establish the passing score in the CAS
Examination NBME Examination.
Total 100 % An average grade of less than 70% must
repeat the course.
The Philosophy Behind the iClicker System. The use of the iClicker Cloud polling system
that is currently implemented in the Gross Anatomy, Embryology and Imaging is
intimately related to the concept of the Flipped or Inverted Classroom that is used at PHSU
as a novel educational tool. In the Flipped Classroom model, students take an active role
in their learning process by applying previously studied contents (videos, handouts,
textbook, etc.) to actively solving problem sets and clinical cases in the classroom. This
requires full engagement and active participation from the students at all times, and
needless to say, the need for students to all attend classes being prepared by studying the
material beforehand. Therefore, the purpose of assigning quiz points to the flipped
classroom performance is to encourage broad compliance with timely student preparation
of the material.

It is not expected that students for the ICS will have mastered material at the level required
for exams; however, a working familiarity of the material (at the level of a timed, open-
book test) and the formulation of questions to directly address specific topics are expected.
In order to promote effective active learning in the ICS, but without causing unnecessary
anxiety and stress for students, faculty are trained to utilize the think-pair-share or other
peer-to-peer models in the flipped classroom that aim to assist and guide students in their
thought processes so that the can arrive at the correct answer by themselves. As a general
principle, faculty are strongly encouraged to explain/allow time for think-pair-share/etc.
followed by re-polling of any question where 25% or more of the participants answer
incorrectly. This will provide a balance of perseverance in preparation on the part of the
individual student, instruction (by both peer and faculty), and application of concepts to
provide students with an effective learning opportunity and better preparation for the
course exams. Therefore, it must be clarified that implementation of the polling system in
the flipped classroom does not intend to provide students with only a single chance to select
the proper answer with possible detrimental effect to their grades.

It is important to stress that in order for the students to obtain the maximum possible benefit
from the flipped classroom, it is essential that they thoroughly study the material before
attending the ICS by watching the assigned videos and studying the corresponding chapters
in the class textbook. As students, you are required to be present in class in order to engage
in peer and faculty interactions.

This philosophy of Flipped Classroom implementation was developed from our experience
implementing the flipped classroom model and from student feedback.
Students in the M.D. Program need to have a minimum average in the final grade of 70%
to pass the course. It is important that you recognize that there will be no bonus points!
Student’s performance will be graded according to Institutional Grade Scale for the M.D.
Program, as follows:

H (Honor) = 100% to 90%

P (Pass) = 89% to 70%
F (Failure) = 69 or below

Remedial courses are offered during the summer for students who fail the Gross Anatomy,
Embryology, and Imaging course. The recommendation of the Promotions Committee and
the approval of the Dean of Academic Affairs are needed to enroll in the summer remedial
course approved by the AAMC.

EXAMINATIONS

Exams will be given on the dates indicated in the class schedule, and students will
complete their exams using the Examplify platform. Each exam will include all
the class material covered prior to the test. No changes will be made to the exam
dates. The exams will consist of approximately 100 multiple-choice questions,
structured in USMLE format, which should be answered in two hours. The end-
of-semester Comprehensive NBME Examination is a multidisciplinary exam
which covers all the topics of the semester. Your exam will include Biochemistry,
Anatomy, Histology and Physiology. It is a comprehensive exam of 150 questions
of which 55 are from Human Gross Anatomy, Embryology & Imaging.

POLICY DURING EXAMS:

Exam-taking policies for the Gross Anatomy, Embryology and Imaging course are
modelled after National Board of Medical Examiners’ policies, and include the
following:

1) No electronic devices are allowed in the examination room besides the

test-taking device.
2) Phones must be turned off and placed in bags away from the desk.
3) Bags must be closed and placed in a designated area in the exam room.
4) Only foam earbuds are allowed as mechanism for noise reduction
during exam. Noise-cancelling earphones will not be allowed.
5) No eating or drinking at desk will be allowed during exams.
6) Once the exam begins, late arrivals will not receive extra time.
7) Students arriving to exams with more than 30 minutes after the official
exam start will not be allowed to take the exam in that session and will
only be permitted to take a make-up exam with a valid excuse from the
 Office of Academic Affairs.
8) The duration of the exam is two (2) hours and students should finish
and upload their exams when the allowed time has expired. Failure to
do so will result in a penalty consisting of one (1) point deducted from
the exam grade per minute late that the exam is uploaded.
9) Upon completion of the exam, students should quietly collect their
belongings and exit the classroom and nearby premises and avoid
discussing the exam with peers or faculty.
10) Students can ask questions to faculty during the exam ONLY with the
purpose of obtaining clarification of exam questions they may not
understand.
11) Bathroom visits are allowed during exams, but these must be short and
kept to a minimum, and students must obtain permission from faculty
proctors to leave the classroom.

Any infraction to this policy will be reported to the Course Director, the Basic
Sciences Department Chair and Student Affairs as a violation of professional
conduct. Proctors are not required to remind students of policy for the infraction
to be valid.

EXAM REPOSITION:

Any unexcused absence from an exam will be counted as a zero (0). Excuses for
absences to an exam are only processed through the Office of Academic Affairs
with Mrs. Wilda Vélez (wvelez@[Link]) not directly through the Course
Director or Department Chair, and must be received by the Course Assistant Mrs.
Graciela Torres (grtorres@[Link]) for a student to be eligible to take a make-up
exam. Only in cases where a student has an authorized excuse from Academic
Affairs, a make-up exam will be offered. Make-up exams will be given AS SOON
AS POSSIBLE by arrangement with the Course Director, and they must be taken
by the student no later than seven (7) calendar days after the original exam date.

To be eligible for a make-up exam, students are required to:

1) Within 24 hours of the scheduled start time of the exam, notify the
Course Director by e-mail, copied to Course Assistant Mrs. Graciela
Torres and Department Chair that the student will not be or was not
able to take the exam as scheduled and that he/she has requested an
excuse to the Office of Academic Affairs.

2) Obtain the excuse from Academic Affairs and send it to the Course
Assistant and Course Director as soon as possible after the missed exam.
 To accomplish this, the student petitioning the excuse should submit the
necessary paperwork to the Academic Affairs Office within two (2)
working days after the exam (e. g., for a missed exam on a Monday, the
following Wednesday).

3) Maintain daily contact with Course Assistant and Course Director to

coordinate the make-up exam, which will be offered only once. It is the
responsibility of the student to follow-up on the whole process and to
initiate and maintain contact. Course Assistants are not obligated to
contact students that fail to report for an exam.

4) Students who miss the make-up exam due to failure to maintain

communication with the Course Assistant and Course Director or to
obtain a valid excuse from the Office of Academic Affairs will forfeit the
opportunity for taking the make-up exam.

Upon completion of points 1 to 4 above, the Course Assistant and the Course
Director will, based on the timely availability of a decision to grant an excuse,
schedule the make-up exam for students with valid excuses approved by the
Office of Academic Affairs.

EXAM REVIEW & APPEAL POLICY:

Since exams will be administered using the Examplify platform, students will not be
provided the exam questions or answer choices after taking the exam. There is no option
for challenging an exam question. Nonetheless, the students will receive a complete report
of his/her performance on each exam. Any necessary revision of the exam will be performed
by the Course Director and faculty according to the overall group performance on each
question, as indicated by ExamSoft analytic parameters for each question such as
point-biserial, success rate, discrimination index, etc.
LABORATORY SESSIONS

PROCTOR DISSECTION AND TEACHING GUIDELINES

Dissections will be performed by eight different pre-assigned “Proctor Dissection-

Teaching Teams (PDTT)” every week (see Lab # Topic Distribution). Each PDTT is
constituted of four students (A, B,C & D). Prior to coming to lab, the “Proctor Dissection-
Teaching Team” constituents must coordinate with the corresponding teammates to
perform the “dissection duties” on the appropriate assigned table (see “Group Rotation”
table). For example, if you are Group A-3 and your assigned Lab Topic is #4, you should
find student proctors from Group B-3, C-3 and D-3 with assigned Lab Topic #4 and vice
versa. Next, you should identify which Table # you were assigned for Proctoring.

Participation: Students must be present and perform every dissection assigned to their
“Proctor Dissection-Teaching Team”. Failure to participate in assigned dissections will
result in an “Early Concern” letter being added to the person's records.

Proctors should prepare for dissection and teaching by:

1. Reading and reviewing the “Lab Guide-Prosection”, textbook and atlas, and
checklist prior to the dissection.
2. Thoroughly preparing to demonstrate the anatomy of the “Lab Guide-
Prosection”
3. Finding all of the structures listed in the prosection and checklist.
4. Clarifying any doubts with the Anatomy faculty before the presentation,
preferably in the lab while the structures are being dissected.
5. Discussing relevant aspects of the clinical correlations, pointing out how the
anatomy they are demonstrating is applied (refer to Moore Blue Boxes).

Remember - your table group is depending on you!

Proctor dissections and presentations will be evaluated by faculty (Non-Cognitive

Evaluation). These evaluations will include a narrative of performance as well as an
objective evaluation of proper dissection and identified structures. Faculty evaluations will
be available for “student proctor” to review in the Anatomy Department (See Laboratory
Non-Cognitive Evaluation Review Policy-page 11). Failure to present or extremely poor
presentations can result in an Early Concern letter being added to the proctor’s records.

You will know from the first week of class what dissections you are responsible for. It will
be to your advantage not to wait until the last minute to begin preparing for your dissection
and presentation.
GROUP ASSIGNMENT & DISTRIBUTION

The class is divided into Groups A, B, C and D; and eight subgroups are assigned to each
group, where weekly proctors will be identified in the “Lab # Topics” table, and will be
posted in Canvas LMS.

Similar to absences to class exams, absences for laboratories also require an excuse to be
processed by the Academic Affairs with Mrs. Wilda Vélez (wvelez@[Link]). For
unexcused absences, students will receive zero points for the laboratory quiz missed and
zero points for dissection (in case of proctors). In the event of excused absences,
formalized through the Academic Affairs Office, the student’s final grade for the
Laboratory quiz will be calculated based on the scores of the other laboratories attended.

LABORATORY QUIZ POLICY

Written Quiz (10 points maximum)

• Will be administered at the end of the lab session through the Examplify platform.
• The student will have ten (10) minutes to answer the quiz.
• Results will be available at Canvas.
• Take into consideration that post-quiz analysis is done to account for spelling
errors or other revisions.
• We encourage and expect professionalism and honesty from the students while
taking the quiz.

Participation in the entire (100%) laboratory period is required, in order for a student to
take a laboratory quiz. There are NO repositions. Faculty will NOT answer/clarify
possible doubts while taking a quiz. NO student is allowed to change/exchange group
sessions or schedules without prior official approval from both the Anatomy Department
and the office of Academic Affairs.

QUIZ REVIEW POLICY

Every student has the right to review and appeal his/her quiz. As mentioned above,
students can review their quizzes using the ExamSoft platform. In case of doubts or
allegations, students can request an appointment for discussion. This appointment might
be through the Zoom platform.
LABORATORY NON-COGNITIVE EVALUATION

Every student will be evaluated by Anatomy faculty during the Gross Anatomy
laboratory based on the following non-cognitive criteria: “Interpersonal and
Communication Skills”, “Professionalism” and “Lifelong Learning, Problem Solving
and Personal Growth”. During the Proctoring session, proctor and teammates will be
evaluated utilizing their respective evaluation form.

Proctor Evaluation
Non Strongly
Strongly disagree Disagree Neutral Agree
Observable Agree
0 1 2 3 4 5
Interpersonal and Communication Skills
1 Demonstrates motivation and understanding
2 Encourages other group members to participate
3 Communicates essential information effectively within the small group
4 Explicitly assures that everyone has same understanding of terms and concepts
5 Reacts appropriately to critical feedback.
6 Partnership: Willingness to be helpful and work together
Professionalism: Behaves Professionally (Preparation/Demeanor/Conduct)
7 Prepares for proctoring by performing questions to faculty in advance
8 Comes prepared to the Proctoring-session
9 Punctuality (arrives promptly, avoids keeping group waiting)
10 Respect (acknowledges the efforts and contributions of others)
Lifelong Learning, Problem-Solving and Personal Growth
Demonstrates an analytic thinking approach in proctoring and usage of lab
11
materials
12 Demonstrates a commitment to individual professional and personal growth
Recognize personal limitations in knowledge and experience and need for
13
immediate help/consultation

*Performance needs attention

 Dissections Evaluation
The student participated in the dissection and was able to identify
more than 90% of structures, using preferably the cadaver.
Structures not present in the cadaver were presented using
5 points another source (Atlas, Complete Anatomy, etc.)
Participated in the dissection and identified between 70% and
4 points 90% of the structures correctly, mainly in the cadaver.
Participated in the dissection and identified most of the structures
3 points in the atlas but was not able to identify them in the cadaver.
Participated in the dissection but identified less than 70% of
2 points structures and/or needed considerable help to do so.
Participated in the dissection but was not able to identify many of
1 point the structures and relied on the facilitator for the presentation.
0 points Did not participate in the dissections and/or presentation.

Teammates Non-Cognitive Evaluation

1. Lateness or absence
2. Tends to overshadow the discussion
3. Contributes little to the discussion
4. Frequently interrupts others
5. Fails to acknowledge or respect others’ opinions
Fails to be group-centered (excessive side-conversations or
6. distractions)
7. Lack of interest and/or distracted
No Comment = In compliance with all competencies evaluated for the
activity
*Attendance to the entire (100%) laboratory period is REQUIRED
**Quizzes grading is subject to attendance to the entire (100%)
laboratory period.

LABORATORY NON-COGNITIVE EVALUATION REVIEW POLICY

Every student has the right to review his/her evaluation the next week following the
“Proctoring Session”. There is a five (5) business-day period for the review of the Non-
Cognitive Evaluation. Any questions, inquiries, concerns, or analyses regarding a Non-
Cognitive Evaluation will be addressed by the course coordinator and/or department chair
by means of a pre-coordinated appointment. Non-Cognitive Evaluation is performed in
accordance with institutional policy: Academic Norm # 16.
ACADEMIC POLICIES AND NORMS

ACADEMIC POLICY ON PUNCTUALITY AND TOTAL TIME ALLOCATED

FOR EXAMINATIONS

It is the responsibility of all students to arrive on time for all educational activities,
especially the examinations. To ensure fair procedures when exams are offered, the
following rules will be enforced:

1. Instructions for examinations shall be given at the time the examination is scheduled.
2. The faculty member in charge of the examination will inform the students the
maximum time allocated to answer all the questions, which is usually one to one and
half minutes per question. Only students with approved reasonable accommodations
will have adjusted time limits for exams.
3. For computer-based exams, as soon as any technical issues are addressed, examinations
will officially begin, and the exam start time noted by exam proctors.
4. To minimize disturbances to other students, no student will be admitted to an
examination room more than 30 minutes after the time the examination is scheduled.
5. Students arriving less than 30 minutes late to the examination room will be permitted
to take the examination.
6. For students arriving late, but within the 30 minutes window, only the time remaining
since the exam start time (point 3 above) will be allowed to complete the exam, no
additional working time will be allowed.
7. The faculty in charge of the examination will indicate to the student who arrives late,
the time she/he has lost and the time remaining.
8. When the time assigned to the student is over, the student must upload the examination,
at the request of the faculty. Failure to do so will be considered a violation of
professional conduct, may result in a score of 0 in the examination and will be reported
to Student Affairs Office. Failure to complete and upload the exam within the allotted
time will result in a deduction of one (1) point per minute late the exam is uploaded
after the official stop time.

Students with a personal, health or family emergency must report the situation and submit
relevant documentation to the Academic Affairs Office with Mrs. Wilda Vélez
(wvelez@[Link]).

This academic policy of the School of Medicine was approved by the Medicine Program
Curriculum Committee on October 3, 2016 and is effective immediately and currently
active.

INCOMPLETE WORK

Students with satisfactory work in a course but who, due to extenuating circumstances,
cannot complete the required coursework during the session may, as approved by the
professor, receive a grade of "I" (Incomplete) together with provisional letter grade or
score indicating the level of performance on the work completed to date and the work due
to be completed.

Acceptable reasons to be considered by the professor for awarding grades of "I" include,
but are not limited to, serious illness, accidents or hospitalization of the student, their
dependents, spouse or significant other, natural disasters, military mobilization, or a
court-ordered appearance. Any other hardship circumstances must be approved by the
Vice President of Academic Affairs or the Associate Dean for Academic Affairs in the
St. Louis Campus.

Written proof of evidence is required in all cases except for natural disasters. An
Incomplete must be removed by the incomplete removal date of the following academic
session. The student must request the professor to remove the incomplete. The professor
completes the process by submitting the Change of Grade Form and submitting it to the
Registrar’s Office. In this case, the change of grade will be submitted by the professor on
or before the date for incomplete grade removal. Grades of Incomplete that fail to be
removed by this date will be automatically assigned the provisional grade granted when
the Incomplete was approved. The student will view the final grade through My Campus.

Under no circumstances will an incomplete grade be awarded for remedial purposes, or

for reasons not specified in this section or expressly approved by the Vice President of
Academic Affairs and Curriculum/ Associate Dean for Academic Affairs. Each grade of
"I" must be removed during the academic session following its receipt. After this term
has elapsed, the letter grade accompanying the provisional "I" will automatically become
the final grade if the course requirements have not been fulfilled.

It is the student’s responsibility to monitor that the grade change has been made. There
will be an administrative fee (as established by the administration and approved by the
Board) for removing each "I" grade. The student will be responsible for the payment of
the fee.

Incomplete grades will not be considered for the grade point average (G.P.A.) during any
session in which an "I" is obtained but will be after the term mentioned for removing the
Incomplete has expired.

Any extension of an Incomplete must be requested to the Vice President of Academic

Affairs/ Associate Dean of Academic Affairs by the student in writing with the
supporting documentation included. The Vice President of Academic Affairs/ Associate
Dean of Academic Affairs, as its sole discretion, may or may not approve it.
FORMATIVE ASSESSMENT AND FEEDBACK: Academic Norm #24

Formative assessments help students identify their strengths, weaknesses and target areas
that need work. With the objective that each medical student can measure his/her progress
in the learning process, the following norms will be followed:

1. The formative feedback will be provided by the Course Director and course
faculty at least at the midpoint of the course to allow sufficient time for
remediation in the cases needed.
2. The Course Director must develop and implement mechanisms (e.g. quizzes,
practice tests, study questions, personal interviews, etc.), to provide the mid-
course formative feedback.
3. To facilitate documentation of compliance with this norm, a format for Mid-
Course Formative Feedback & Narrative Assessment will be used (see
appendix #1). Face-to-face interviews will be conducted for students with
deficiencies.
4. The student will be notified when his/her formative assessment is available and
instructed on how to access it through CANVAS.
5. The student shall be referred for academic or personal counseling services
according to the deficiencies identified.
6. The Chair of the Department, Course Director, and key administrative staff such
as: deans, members of the Student Assessment or Student Promotion
committees will have access to students’ formative evaluations.
7. To ensure compliance with this norm, the dates the formative feedback was
provided will be notified to the Office of Medical Education.
PARTICIPATION OF STUDENTS IN EXTRACURRICULAR ACTIVITIES
(ACADEMIC NORM #15)

General Policy

Ponce Health Sciences University (PHSU) supports students’ participation in activities

outside their educational programs that contribute to their professional development. These
include attendance to conventions or specialty meetings, continuing education activities,
professional organizations meetings, community activities, voluntary service activities and
others. However, participation in these activities must not unduly affect their academic
responsibilities and require authorization from the Office of Academic Affairs and from
the corresponding Program/Department Director.

Procedures to be followed

Any student that wishes to participate in an extracurricular activity during a time period
that the student has assigned academic activities must request written authorization to the
Program Director or Department Chair. The request must include information about the
nature of the activity and the benefits for the student that attends this activity. The
authorization must be requested at least two weeks ahead of the date that the extracurricular
activity will be initiated. It will be the responsibility of the Program Director/Department
Chair to evaluate the request and make the recommendation to the Academic Affairs Dean,
who will make the final authorization.

The student must abide to the Program Director of Department Chair determination and
accepts the responsibility for the material covered and learning activities missed during the
absence period.

Authorization from Dean of Academic Affairs for a student to attend extracurricular

activities does not obligate a program or department to make special arrangements or to
organize additional activities in order to substitute for the missed period by excused
students. Authorized absences to participate in extracurricular activities will be counted as
“excused absences” for the purpose of the PHSU attendance policy.
POLICY ON THE USE OF iCLICKER CLOUD

The Gross Anatomy, Embryology and Imaging Course uses the iClicker Cloud during in
class sessions. iClicker Cloud helps faculty to monitor student performance, gives every
single student a fair chance to participate in class, and allows students to review the material
after class.

You will need to create a iClicker Cloud account to participate in polls using your phone
or tablet during classes connected to the University’s Wi-Fi. Do not create and use more
than one iClicker Cloud account as you will only receive credit from a single account.

You need to add the Gross Anatomy, Embryology and Imaging course to your iClicker
Cloud Account as follows: Search with the following information to find this course and
add it to your iClicker Cloud account:

• Institution Name: Ponce School of Medicine

• Course Name: Gross Anatomy (2024)

Should the student confront technical issues with the iClickers Cloud System that impede
him/her from answering some or all of the questions in an ICS or Quiz, students can
request an investigation to the Educational Technology Unit (Eugenio Lugo,
eugelugo@[Link] & Luis Pereles, lpereles@[Link]) for problems with the
application, or to the PHSU IT Department (itsupport@[Link] ) for problems with the
internet.

Academic Integrity

Submitting votes in iClicker Cloud for a fellow student will be considered cheating and a
violation of the institutional policies related to ethical and professional behavior. Sharing
answers in any form (in person, via social media, etc.) with others during an
Unannounced Quiz, is cheating. Students must be physically present in their assigned
classroom to participate in an iClicker Cloud session. If you are caught voting for another
student or have votes in a class that you did not attend in person, you may face
disciplinary action. Any academic misconduct in this course will be considered as a
serious offense.
ATTENDANCE POLICY

Ponce Health Sciences University does not require mandatory attendance to class
sessions. Attendance is defined as participation in academic activities registered by the
instructor. PHSU has determined the following as recognized academic activities:
• Assessment
-Exams
-Standardized testing (NBME CAS)
-Comprehensive exams (CPX, CQX)
-Quizzes
• Oral presentations
• Laboratories
• Logging into the learning management system (LMS) platform (e.g., CANVAS,
Moodle) and completing tasks including comments in forums and discussion
panels, watching a video, and uploading an assignment.
• The Institution reserves the right to add any other academic activity to this list if
necessary and inform the students accordingly.

In order to maintain a good participation to all course activities, the following measures
will be implemented:

 An attendance log with the signature of the student will be maintained for exams
and laboratories.
 Students with less than 75% of participation to academic activities at the mid-
term of the course will be given an appointment with the course director for the
mid-course feedback. Students will be referred for counseling services as
deemed necessary.
 Students with less than 75% of participation at the end of the course will be
referred to the Students Promotion Committee for failure to comply with school
policies and regulations. Sanctions may include a written admonition.
ACADEMIC INTEGRITY POLICY

Ponce Health Sciences University subscribes to the principle of Academic Integrity or

Academic Honesty:

Any type of academic dishonesty by students or faculty is unacceptable behavior at Ponce

Health Sciences University. Two specific forms of academic dishonesty are cheating and
plagiarism. The following sections describe Ponce School of Medicine’s official policy in
relation to these two forms of academic dishonesty.

Cheating

Cheating is defined by Merriam-Webster Dictionary as: to get something by dishonesty or

deception. Cheating suggests using trickery that escapes observation. In an academic
setting cheating usually refers to obtaining or sharing information using deception during
examinations or other academic assignments.

Ponce Health Sciences University will enforce compliance with academic integrity and
professional behavior. Any student that cheats in any examination incurs in an intolerable
behavior that will result in disciplinary action, including dismissal from the institution.
Department faculty, chairpersons and program directors must ensure that appropriate
supervision is available for all examinations. Faculty members have the primary
responsibility to ensure the security and supervision of their examination.

Any type of communication among students during examination is strictly prohibited. All
pagers and cellular phones must be turned off and must remain off throughout the
examination. It is prohibited to use any unauthorized electronic devices.
Ponce Health Sciences University recognizes that it will difficult in some cases to prove
with certainty whether a certain behavior is sufficient evidence of cheating. The following
behaviors during an examination could be considered as evidence of cheating:

1. Looking at another person's examination.

2. Talking to another student during an examination.
3. Consulting notes or materials, including use of electronic devices, not specifically
authorized by the instructor during an examination.
4. Employing a surrogate to take an examination.
5. Falsifying a signature or misrepresenting someone on attendance sheets for
examinations or any compulsory didactic activity.
6. Stealing a test or any other material.
7. Engaging in any act that a reasonable person would conclude, when informed of
the evidence, to be a dishonest means of obtaining information.

Any student observed with a behavior considered evidence of cheating during an

examination will be reported to the Department Chairperson or Program Director. This
person will evaluate the evidence and if found positive, will inform the Vice President for
Academic Affairs and the Dean for Student Affairs. They will investigate the incident and
if cheating is proven, the student will be referred to the Student’s Promotion Committee or
the President with a recommendation for dismissal from Ponce Health Sciences University.

Plagiarism

Plagiarism is defined by the Random House Webster Dictionary (1997) as: the
unauthorized use of the language and thoughts of another author and the representation of
them as one’s own. Ponce Health Sciences University considers such behavior as
unacceptable from any person of the academic community. Behaviors that are considered
examples of plagiarism include:
1. Appropriating ideas by another author as the presenter’s original ideas.
2. Copying word by word the work of another person without due citation.
3. Downloading information from the internet and presenting it as original work.
4. Presenting work as the result of the presenter’s independent effort without
acknowledging the contribution of co-authors or collaborators.
5. Taking a report or work done by another person (or purchasing it from internet or
other sources) and presenting it as his/her own.
6. Any other action in which people are lead to believe that what is presented is an
original work when it is not.

Informal Procedure of Intervention with Alleged Plagiarism

Ponce Health Sciences University recognizes that in some occasions, people unknowingly
engage in conducts which could be defined as plagiarism. The Institution encourages an
informal approach to resolving concerns about plagiarism. In the case that a faculty
member observes a conduct of alleged plagiarism in a student or other faculty member, an
informal discussion about the problem will resolve and clarify the issue. This will be the
first step and will be initiated by the person observing the conduct. Every attempt should
be made to respect the rights of the alleged violator.

Formal Procedure of Intervention with Alleged Plagiarism

A formal procedure occurs when a faculty member and a student or member of the
academic community who allegedly engaged in plagiarism are unable to reach agreement
on the alleged violation and resolution, or when the faculty member believes that the
alleged violation is so serious as to warrant a formal proceeding.

If a member of the academic community decides to make a formal allegation of plagiarism

by a student or other member of the academic community, she or he will make a written
report to the Department Chairperson or Program Director. This person will evaluate the
evidence and if found positive, will inform the Vice President for Academic Affairs and
the Dean for Student Affairs. They will investigate the incident and if plagiarism is proven,
the guilty person will be submitted to disciplinary action which will depend on the
seriousness of the violation and the particular situation in which the event occurred.
Possible actions include one or more of the following:

1. A note or letter to the individual’s record.

2. Requirement to complete an alternative assignment or examination.
 3. Repetition of a course.
4. A failing grade for an assignment.
5. A failing grade for a course.
6. Dismissal from Ponce Health Sciences University.
7. Any other disciplinary action exposed in the Offenses and Sanctions PHSU Policy.

A specific undesirable behavior that has been described in academic environments is

termed “self-plagiarism”. In self-plagiarism a person presents as new a piece of work that
has already been presented for other purposes. In the sciences, self-plagiarism generally
refers to the practice of submitting an article or presentation with the same data to more
than one journal or scientific forum. The new article or presentation will differ only slightly
from the original by changes to the title, format, or order of the authors.

Ponce Health Sciences University encourages an informal approach as described

previously to resolve concerns about self-plagiarism.

Any student or member of Ponce School of Medicine’s academic community who has been
subjected to a disciplinary action because of cheating or plagiarism has the right to appeal
the adverse decision. This appeal will be done according to the regular Due Process Policy
of Ponce Health Sciences University.

CONFLICT OF INTEREST IN THE STUDENT-FACULTY RELATIONSHIP

POLICY

Policy statement:
The health professionals and faculty/staff who provide psychiatric/ psychological/ personal
counseling or other sensitive medical and healthcare services to Ponce Health Sciences
University (PHSU) students will have no involvement in the academic, professionalism, or
disciplinary evaluation, promotion, or dismissal of students receiving those services.

Purpose of policy:
It is essential to have a separation of roles to assure confidentiality in the provision of health
and counseling services to PHSU students and absence of conflict of interest in PHSU
student evaluation, promotion, and dismissal.

Procedure:
Members of the PHSU faculty assigned to evaluate students or to make decisions regarding
the promotion or possible disciplinary action of students for whom they have provided
psychiatric/psychological/personal counseling or other sensitive health services are obliged
to report the conflict of interest to the block or clerkship director so that the student or
faculty/staff can be reassigned to preclude any conflict of interest, real, perceived, or
potential.

Students who have been assigned to a course, preclinical experience or clinical clerkship
rotation in which they would be evaluated by a member of the faculty or staff who has
provided them with psychiatric/psychological counseling or other sensitive medical or
health services, should report the real, perceived, or potential conflict of interest to the
block or clerkship director as soon as they receive the assignment so that there will be no
involvement of said faculty/staff in the academic evaluation or promotion of the student.
Students that do not report such conflict of interest by 2 days after the initial contact with
the faculty member resign to their right to be assigned a different evaluator.

In the event that the student or faculty has not been re‐assigned after reporting of the
conflict, the student should report the matter to the Dean for Student Affairs for resolution.
Similarly, if faculty or students are involved in a hearing for a possible adverse action
related to academic, professionalism, or disciplinary matters, they should notify the
Chairperson of the Student Promotion Committee or the Dean for Student Affairs if one or
more members of the hearing committee has provided a student with any
psychiatric/psychological counseling or other sensitive medical or health services, so that
the faculty can be excused from the committee.

Evaluation instruments shall include a disclaimer in which faculty members attests that
they have not had a professional relationship with students that could affect their judgment
upon evaluation of the students.

Approved by the PSM Academic Senate on December 21, 2009

EVALUATIONS

In our efforts to provide students with an education of excellence, improve our course,
and comply with the LCME requirements, we will ask the students to complete the
following evaluations:

(1) Teaching Assistants (TA) Evaluation

The teaching assistants will be Post-Doctorates and Senior Graduate Students in the
Biomedical Sciences Program who will help with the flipped class activities and the
small group discussion sessions. Students will be asked to complete an evaluation form
for each TA assigned to their small group sessions after finishing the activity.

(2) Faculty Evaluations

Students will be asked to complete a Faculty Evaluation form after each faculty member
concludes teaching his/her in-class sessions.

(3) Course Evaluation

At the end of the course, students will be asked to complete an evaluation of the course in
these specific areas: overall course, textbook/reference materials, tests, laboratory and
handouts.

All these evaluations forms will be available in the CANVAS platform by the time
requested and will be unidentified to ensure confidentiality. Academic Rule #35 was
approved by the MPCC establishing that student Course and Clerkship Evaluations will
be a requirement of the courses and we may hold the grade until the student completes
the course evaluation. We recommend that students complete the evaluations as soon as
possible when requested to avoid delaying the grades until completion of the evaluations.

The staff of the Gross Anatomy course pays close attention to the student evaluations for
faculty and the course. The feedback provided by students is used to improve the course.
UNPROFESSIONAL BEHAVIOR INCIDENT REPORT
Academic Rule #35 Student Course and Clerkship
Evaluations
One of the quality measures of its medical education that the Ponce Health Sciences
University School of Medicine uses is the evaluations of courses, clerkships, and faculty
the students complete. The response rates of these evaluations have been variable, and
several measures have been taken to improve the rates with limited success.

The Liaison Committee on Medical Education, in the 8.5 element of accreditation,

requires that "in evaluating medical education program quality, a medical school has
formal processes in place to collect and consider medical student evaluations of their
courses, clerkships, and teachers, and other relevant information."

Rule

To promote a more accurate input from the student body of their medical education
evaluation, the completion of the course and clerkship evaluation by the students will be
a requirement for all courses and clerkships.

The followings strategies should be employed to promote the implementation of this

norm:

• In the orientation period, the course and clerkship directors should share examples
of changes made in the course based on the student feedback collected through the
course evaluations completed by the students.

• Remind the students their responses are going to be shared with the faculty in an
aggregate form.

• Students who do not respond receive automatic reminders through Canvas and
Med-Hub platforms. Please encourage participation.

• Announce to the students, a few days before the evaluation period begins, that the
course and clerkship evaluation will open.

• Take 10 minutes of the last semester's small group discussion, laboratory, or

lecture time to request the student complete the evaluation.

• The student course evaluation outcomes must be reviewed by the course and
clerkship directors every semester. The course director and clerkship director
must present the average result for each area, strengths, weaknesses, and
recurrent comments during the presentations in the annual course evaluation by
the curriculum subcommittees. The action plan to be presented to the MPCC
must include changes deemed appropriate to improve the course/clerkship in
 response to the students’ concerns. This norm should be included in the syllabus
of all courses and clerkships and will be effective beginning academic year 2022-
2023. Approved by the MPCC on July 18, 2022, revised July 17, 2023.

HOW TO STUDY

It is indispensable that you study Gross Anatomy on a daily basis. Study lecture material
as soon as possible, including watching the assigned videos and reading book chapters.
We recommend that you spend at least two (2) hours of study time for each hour of
recording streaming or in-class session. It is advisable that you initiate this practice on
day one.

For each class topic, you will be provided with a lecture handout with an outline and a list
of specific objectives. These are to guide you in your study time. They are meant to show
you what to learn and to what depth.

Study in an active way. Devise your own self-tests and test yourself frequently. Make a
list of any doubts or questions you may have and email or coordinate appointments with
members of the Faculty. A tutor will also be available to arrange discussions on selective
course topics.
GROSS ANATOMY LABORATORY GUIDE
LABORATORY ACCESS POLICY

Access to the Laboratory must always be authorized by the Anatomy Department. The lab
will be open Working Hours from 8:00 am – 4:30 pm Monday to Friday. After
Hours/Weekend Access: Everyone will be able to access facilities through the use of the
personal identification card issued by the Audiovisual Department at the beginning of the
Academic year. Students will be required to obey by the rules and regulation as described
in the ID cards section of the Acceptable Use Policies and Guidelines Software Policy
(received during orientation week).

Students are responsible to the department for the proper use of the facilities. Laboratory
Access will NOT be granted while students are scheduled to attend other
lectures/courses (Academic Norm #13). ONLY authorized individuals may gain
entrance to the laboratory. All persons that enter the laboratory MUST have prior approval
from the anatomy staff/faculty/chairperson in accordance with State Law #11 of April 15,
1974.

GROSS ANATOMY LABORATORY RULES

A. DO NOT PLAY MUSIC IN THE GROSS LAB. According to State Law #11
of April 15, 1974.

B. SMOKING, EATING, DRINKING OR PHOTOGRAPHS ARE

PROHIBITED IN THE LABORATORY.

C. Photographs and/or video may NOT be taken in the laboratory. According to

State Law #11 of April 15, 1974.

D. Only authorized individuals may gain entrance to the laboratory. All persons that
enter the laboratory to view cadaver material MUST have prior approval from the
anatomy faculty/chairperson. According to State Law #11 of April 15, 1974.

E. Under NO circumstances may human cadaver material be removed from the

laboratory.

F. All cadaver material MUST remain in the dissection table unless you are instructed
otherwise.

G. Smoking, use of other tobacco products, eating, drinking, music, and radios
are PROHIBITED in the laboratory.

F. It is expected that all individuals behave in a professional manner while in the

laboratory and maintain proper respect for the human dissection material at all
times, including skeletons. This professional attitude is also expected outside the
laboratory, especially when discussing anatomy in public places.
 G. It is the responsibility of each student to keep their work area as clean and neat as
possible.

H. All rules remain in effect after scheduled lab hours.

LABORATORY SAFETY GUIDELINES

A. Laboratory Environment
The laboratory is to be maintained in a clean and orderly manner so that it remains
as safe and pleasant as possible over the course of the year. Several characteristics
of the lab environment that cannot be altered are cadaver odors, embalming fluid,
and preservative fluid.

1. Cadaver Odors. All regions of the body contain fat, which has a perceptible
odor. Furthermore, the gastrointestinal tract holds food in various stages of
digestion, which may create an odor. These odors are not harmful, but might
seem so because they are somewhat disagreeable.

2. Embalming Fluid. The fluid is used to fix the tissues of the cadaver and kill
any microorganisms. The PHSU embalming fluid contains the following
chemicals: formalin, phenol [carbolic acid], glycerol, ethanol, and water. This
is a standard formula used in most medical schools. You should be aware of
the function, hazard, and, if applicable, the protection against each of these
components.

a. Formalin is a solution of formaldehyde. Formaldehyde is used

commercially in a wide variety of products, including shampoo and
composition board; those of you planning to go into pathology will be
exposed to it almost every day. Humans experience a varied response to
formaldehyde, ranging from no reaction to systemic reactions. Since
formaldehyde is highly soluble in water, it does not reach the lungs when
inhaled, but is instead trapped in the upper respiratory tract.

b. Phenol (carbolic acid) is used as a germicidal agent; you may know that
Joseph Lister first used carbolic acid successfully as an antiseptic in
surgery and in treatment of wounds. Phenol has an extremely low vapor
pressure, so is present in only minute quantities in the lab air. However,
it can be absorbed through the skin, so protect your hands with barrier
cream and gloves.

c. Glycerol, or glycerin, is a polysaccharide used to help keep the joints of

the cadaver flexible.

d. Alcohol is used as a germicidal preservative. It is extremely volatile, and

therefore present in the lab air. It may dehydrate the skin after prolonged
 contact and may cause upper respiratory tract irritation. Use barrier
cream, and gloves to help reduce exposure.

3. Preservative Fluid. This fluid is used to keep the body tissues moist so the
cadaver will not dry out. Drying of the cadaver can be a serious problem
in the lab and care should be maintained throughout the course to
minimize this as much as possible by using the preservative fluid. The
fluid is located in a large container at the far end of the lab.

LABORATORY RULES TO MINIMIZE HAZARDS

1. Gloves are to be worn at all times during the dissection of the cadaver. It should
be noted that some individuals are allergic to latex and/or powdered gloves. If you
have a known sensitivity to latex/powder or develop an allergic response to
latex/powder you should wear non-latex/powder-less gloves. Dispose of GLOVES in
the BIOHAZARD CONTAINERS ONLY. DO NOT TAKE GLOVES OUTSIDE
THE LAB NOR DISPOSE OF THEM IN THE RESTROOM OR TRASH
CONTAINERS.

2. Contact lenses are PROHIBITED in the Gross Anatomy Lab since they may absorb
the chemicals used in the lab. Safety glasses are optional. They prevent eye exposure
to chemicals and splashes in the lab. Students are to provide their own safety glasses.

3. Shoes must cover the whole foot; therefore open-toed/top vented shoes are
PROHIBITED.

4. Eye washes are located in the lab. Take the time to locate them when you enter the lab
the first time so that you can easily locate them in an emergency.

5. SCALPEL BLADES must be handled with care and disposed of only in the “RED
RECTANGULAR RECEPTACLES” placed in the lab for this purpose. They are
labeled as “Biohazard waste SHARP-TAINER”. Report any injuries to a member
of the staff. A first aid kit is located in the lab.

6. Dissection tools must NOT be left loose on the table. They should be washed and
placed to dry on paper towels at the end of each lab period.

7. Remove excess fluids from the table. Make sure the floor around your dissecting table
is free of fluid and tissue. Dispose of excess fluid in laboratory sinks.

8. All cadaver material MUST remain in the dissection table unless you are instructed
otherwise.

9. Do not drop grease or tissue fragments on the floor, besides from soiling the floor,
they are extremely slippery. Use the bins under your table to collect them, and as soon
 as lab is over, empty the bins into the proper trash labeled as “Biohazard”. Dispose
of the paper in the trash labeled as “papers”.

10. Biohazard (tissue) material is disposed regularly by the embalmer, so don’t mix
discarded tissues with paper. Major organs, limbs, etc.; should be kept with the rest
of the cadaver to be buried at the end of the academic year.

11. White Lab coats are a must for the lab. Wear them at all times in the laboratory.
Write your name or use an ID card in the front pocket, which will help the lab
instructors to learn your name and prevent the “loss” of lab coats when they are left
around the lab. Wash your coats regularly; dirty lab coats carry mold around the room
and your house.

Except for the custodians, the only individuals allowed in the laboratory are those
authorized by the Director of the Anatomical Sciences Course and Deans of PHSU,
yourself and laboratory instructors. State law #11 (April 15, 1974) forbids the entrance
of Non-Authorized Personnel to the laboratory. DO NOT bring visitors. They will not
be allowed in the lab. This includes medical students from other institutions.

12. Enter and leave the laboratory via the main entrance door. Make sure doors are kept
closed during dissecting time and locked at lunch and at the end of the day.

13. The emergency door is just for emergency situations ONLY.

LABORATORY ILLNESS

1. SHOULD YOU EXPERIENCE ILLNESS despite the protective measures outlined

above, or you have a known sensitivity to any fluid component, or you have an existing
condition that you feel may be exacerbated by the lab environment, contact the Course
Coordinator/Course Director immediately to discuss the problem.

2. If you sustain a wound while dissecting, it should be reported to the anatomy staff.
The wound should be washed thoroughly and bandaged. Bandages and dressing are
available in the laboratory. If the wound is serious, you are to be taken to the
Emergency Room for medical attention.

PREGNANCY
Female students, who are pregnant or plan to become pregnant during the course,
MUST contact the Course Coordinator.

Note: The presence of phenols and formaldehydes has been

reported to be hazardous to pregnant women and their fetus. If you
are pregnant or are planning to become pregnant you need to consult
your physician.
EMOTIONAL PROBLEMS
Emotional adjustment to cadaver dissection is a normal process experienced by
all medical students. Should you encounter difficulties making this adjustment
please contact the Course Coordinator/ Course Director.

LABORATORY GENERAL INSTRUCTIONS

1. Cadavers will be set on the first day of lab and shared by at least seven (7) students.
2. After each dissection and/or lab period:
a) Moisten Specimen and Towels (do not soak) with Moistening Solution
1) Moistening Solution: combine in Spray Bottle 50:50
a. Embalming fluid: five-gallon jug at the back of the lab
b. Fabric Softener: Snuggle/Downy
b) Cover specimen with towels tucking it in at all sides and close the plastic cover.
c) DO NOT ALLOW THE CADAVER TO DRY. Moisten your cadaver!

3. Periodically inspect the cadaver for fungus growth. This growth occurs often and
should be reported to the faculty so that measures can be taken to eliminate it.

4. The use of the white coat is strictly restricted for use inside the laboratory.

REQUIRED MATERIALS & EQUIPMENT

EACH INDIVIDUAL MUST BRING:

• LONG White lab coat
• Disposable gloves
• Ipad charged and protected with plastic cover
• Atlas / Dissector
• Locker is available for student use
GENERAL OBJECTIVES OF THE MEDICAL EDUCATION
CURRICULUM

I. Medical Knowledge: Medical student must demonstrate knowledge about

established and evolving biomedical, clinical, epidemiological and socio-
behavioral sciences as well as the application of this knowledge to patient care.

By the time of graduation, students are expected to:

1. Explain the normal structure and function of the body and of each of its major
organ systems; as well as the molecular, biochemical, and cellular
mechanisms that are important in maintaining the body's homeostasis.

2. Explain the genetic, developmental, metabolic, toxic, microbiologic,

autoimmune, neoplastic, degenerative, and traumatic causes of disease states
and their pathogenesis.

3. Identify epidemiological and other factors that place individuals at risk for
disease or injury, select appropriate tests for detecting risks, and determine
preventive strategies for responding appropriately.

4. Interpret the results of commonly used diagnostic studies.

5. Formulate appropriate management strategies in the care for patients with
common conditions, both acute and chronic, including pain and
rehabilitation.

6. Describe the mechanisms by which therapeutic agents work and apply the
principles of pharmacology in patient care.

II. Patient Care: Students must be able to provide patient care that is
compassionate, appropriate, and effective for the promotion of health and for the
treatment of health problems.

By the time of graduation, students are expected to:

1. Demonstrate caring and respectful behaviors when interacting with patients

and their families.

2. Obtain a complete and accurate medical history that covers all the essential
aspects of the history taking in a patient-centered interview. Identify health
issues and correlate with patient's age, gender, cultural, spiritual beliefs,
psychological and socio-economic status.
 3. Perform a comprehensive and/or a problem-focused physical examination,
including a mental status examination, and accurately interpret the findings.

4. Formulate, using clinical reasoning an initial diagnostic impression and

differential diagnosis.

5. Recommend appropriate diagnostic studies and therapeutic management plan

based on patient information and preferences, current scientific evidence, and
clinical judgment.

6. Perform or assist during routine technical procedures, including but not

limited to venous and arterial puncture; placement of an intravenous line,
transurethral and nasogastric catheters, and suturing of simple wounds.

7. Recognize patients with life threatening conditions, with serious physical and
or mental acute/chronic conditions in need of critical care, and institute
appropriate initial therapy.

8. Counsel and educate patients care givers and families about patient's
condition and aspects of health promotion and prevention.

9. Solve clinical problems in the context of culture, psychological, socio-

economic status and the spiritual-health beliefs and needs of the patient.

III. Interpersonal and Communication Skills: Students must demonstrate

interpersonal and communication skills that result in the effective interchange of
information and collaboration with patients, their families and health
professionals.

By the time of graduation, students are expected to:

1. Develop a team relationship with patients and their families to provide patient
centered care.

2. Use a patient centered approach with effective listening and communication

skills during the medical interview.

3. Demonstrate effective oral and written communication skills in English and

Spanish, with patients, their families and health professionals.

4. Document patient information in a comprehensive, timely and legible

electronic or written medical record.

5. Demonstrate leadership skills as a member of a health care team and other

professional groups.
 6. Demonstrate effective interaction with colleagues and health care
professionals to provide patient-centered care.

IV. Practice-based Learning and Improvement: Students must be able to

investigate and evaluate their care of patients, appraise, and assimilate scientific
evidence, and continuously improve patient care based on constant self-
evaluation and life-long learning.

By the time of graduation, students are expected to:

1. Demonstrate capacity to accept personal limitations and continuously
improve one's medical knowledge and clinical skills.

2. Identify the information resources and tools available to support life-long

learning and self-improvement.

3. Review and incorporate the most current and relevant evidence based
information in the diagnosis and management of patients.

4. Explain how to conduct clinical and translational research, its scientific and
ethical principles and apply the results and evidence derived from those
studies to patient care.

V. Systems-based Practice: Students must demonstrate an awareness of and

responsiveness to the larger context and system of health care and the ability to
effectively call on system resources to provide care that is of optimal value.

By the time of graduation, students are expected to:

1. Work effectively in various health care delivery systems.

2. Deliver patient care according to the regulations and resources of health care
systems.

3. Advocate for quality patient care and assist patients in dealing with system
complexities.

4. Promote cost-effective health care and optimal resources allocation.

5. Formulate appropriate management strategies for patients with clinical

conditions that require short and long-term rehabilitation.

6. Identify and assess factors that place patients safety at risk and select
appropriate interventions to minimize them.

7. Collaborate with colleagues, health care providers and other professionals to

assess and coordinate patient care.
VI. Professionalism: Students must demonstrate a commitment to carrying out
professional responsibilities, adherence to ethical principles, and sensitivity to a
diverse patient population.

By the time of graduation, students are expected to:

1. Recognize ethical and legal dilemmas in medicine and demonstrate
commitment to ethical principles.
2. Demonstrate sensitivity to the diversity of patient population, including, but
not limited to differences in culture, social status, gender, sexual orientation,
and health beliefs.

3. Demonstrate understanding of and respect for the roles of other health care
professionals.

4. Demonstrate honesty, integrity and respectful behavior in all interactions with

patients and families, peers, preceptors, members of the healthcare team and
others.
5. Demonstrate compassionate treatment of patients, respect and sensitivity for
their privacy and dignity.

6. Recognize the threats posed by conflicts of interest and advocate for patients'
interest over one's own.

7. Demonstrate respect for patient's autonomy in decision making.

 SCHEDULE OF COURSE ACTIVITIES

The duration of the course is presented in the following schedule below (all remote
activities). In the event that a change in the schedule occurs, the student will be
informed via email or CANVAS announcements.

Conferences and Laboratories ICS Hour ICS Lecturer

Course Introduction 29-Jul 8:00 STAFF

Introduction to Anatomical Terminology 31-Jul 8:00 Dr. Fontanez
Overview Organ Systems/Autonomic Nervous System 31-Jul 9:00 Dr. Fontanez
Embryo: Gametogenesis & 2, 3, 4 Weeks 1-Aug 11:00 Dr. Fernandez
Embryo: Folding, Coeloms & Respiratory 1-Aug 8:00 Dr. Fernandez

LABORATORY: BACK (ICS) 1-Aug 1:00-2:00 STAFF

Back and Suboccipital Fossa 1-Aug 2:00 Dr. Fontanez
Embryo: Cardiovascular, Veins, Fetal Circulation 3-Aug 8:00 Dr. Hourruitiner
Embryo: Cardiovascular, Heart & Arteries 3-Aug 9:00 Dr. Fernandez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: THORAX I 8-Aug 2:00-3:00 STAFF
Introduction to Radiology / Imaging Thorax 13-Aug 8:00 Dr. Ramos
Thorax and Mediastinum 14-Aug 8:00 Dr. Fernandez
Heart and Lungs 14-Aug 9:00 Dr. Hourruitiner
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: THORAX II 15-Aug 2:00-3:00 STAFF
Heart & Lungs Clinical Correlation 16-Aug 3:00 Dr. Hourruitiner
Embryo: Urinary Systems & Malformations 21-Aug 8:30 Dr. Fernandez
Embryo: GI System 22-Aug 8:00 Dr. Fernandez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: ABDOMEN I 24-Aug 2:00-3:00 STAFF
Anterior Abdominal Wall 23-Aug 9:00 Dr. Fontanez
GI & Peritoneum 29-Aug 8:00 Dr. Fontanez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: ABDOMEN II 29 -Aug 2:00-3:00 STAFF
Clinical Correlation: Abdomen 4-Sep 8:00 Dr. A. Torres
Pancreas, Liver & Spleen Clinical 4-Sep 1:00 Dr. Fontanez
Posterior Abdominal Wall 6-Sept 2:00 Dr. Fontanez
ANATOMY EXAM #1 5-Sep 1:00 STAFF
Imaging: Abdomen 6-Sep 8:00 Dr. Ruisanchez
Exam Review (ICS) 6-Sep 9:00 STAFF
LABORATORY EXAM #1 9-Sep 11:00 STAFF
Male Pelvis & Perineum 11-Sep 8:00 Dr. Ruiz
Female Pelvis & Perineum 11-Sep 9:00 Dr. Ruiz
Clinical Correlation: Male & Female Pelvis & Perineum 11-Sep 10:00-12:00 Dr. Ruiz
Imaging: Pelvis (ICS) 13-Sep 8:00 Dr. Ruisanchez
Embryo: Male Reproductive System/ Female
Reproductive System 19-Sep 9:00 Dr. Fernandez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: PELVIS & PERINEUM 19-Sep 2:00-3:00 STAFF
Clinical Correlation: Pelvis and Perineum (ICS) 20-Sep 8:00-10:00 Dr. Y. Gonzalez
Embryo: Fetal Membranes/ Congenital Malformations 25-Sep 9:00 Dr. Fernandez
Gluteal Region and Posterior Thigh 26-Sept 8:00 Dr. Fontanez
Anterior Thigh and Knee 26-Sept 9:00 Dr. Fontanez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: LOWER LIMBS I 26-Sept 2:00-3:00 STAFF
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: LOWER LIMBS II 3-Oct 2:00-3:00 STAFF
Leg, Ankle & Foot 9-Oct 10:00 Dr. Ruiz

Embryo: Musculoskeletal 10-Oct 8:00 Dr. Fernandez

Embryo: Integument 10-Oct 9:00 Dr. Fernandez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: UPPER LIMBS I 10-Oct 2:00-3:00 STAFF
Pectoral Region & Axilla 16-Oct 8:00 Dr. Hourruitiner
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: UPPER LIMBS II 17-Oct 2:00-3:00 STAFF
Imaging: Upper and Lower Limbs 18-Oct 8:00 Dr. Ruisanchez
Forearm, Arm & Cubital Fossa 23-Oct 8:00 Dr. Hourruitiner
Wrist & Hand 23-Oct 9:00 Dr. Arroyo
 10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: UPPER LIMBS III 24-Oct 2:00-3:00 STAFF
Exam Review 29-Oct 8:00 STAFF
Clinical Correlation: Upper Extremities / Lower
Extremities 30-Oct 8:00-10:00 Dr. Jimenez

Laboratory Exam #2 31-Oct 1:00 STAFF

EXAM #2 4-Nov 11:00 STAFF

Embryo: Development of Head & Neck 7-Nov 8:00 Dr. Fernandez

Embryo: Hypophysis and Pineal Glands 7-Nov 9:00 Dr. Fernandez

10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: HEAD AND NECK I 7-Nov 2:00-3:00 STAFF
Anterior and Posterior Triangle of the Neck 13-Nov 8:00 Dr. Fontanez
Temporal & Infratemporal Region- I & II 13-Nov 9:00 Dr. Jimenez
Cranial Nerves/ Autonomics of Head & Neck 14-Nov 8:00 Dr. Irizarry
Superficial Face & Scalp/ Cranial Cavity Content &
Development 14-Nov 9:00 Dr. Fernandez
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: HEAD AND NECK II 14-Nov 2:00-3:00 STAFF
Embryo: The Ear & The Eye 19-Nov 11:00 Dr. Fernandez
Orbit and Content 20-Nov 8:00 Dr. Fontanez
Ear 20-Nov 9:00 Dr. Fontanez
Oral & Nasal Cavity 21-Nov 8:00 Dr. Hourruitiner
Embryo: Teratogenesis & Malformations 21-Nov 9:00 Dr. Hourruitiner
10:00-11:00
11:00-12:00
1:00-2:00
LABORATORY: HEAD AND NECK III 21-Nov 2:00-3:00 STAFF
Imaging: Head and Neck (ICS) 22-Nov 8:00 Dr. Ruisanchez
Pharynx & Larynx- Part I-II 3-Dec 8:00-10:00 Dr. Questell
Clinical Correlation: Head & Neck 4-Dec 9:00 Dr. Jimenez
Exam Review 4-Dec 11:00 STAFF
ANATOMY LAB EXAM #3 5-Dec 1:00 STAFF
EXAM #3 6-Dec 1:00 STAFF
COMPREHENSIVE NBME EXAM 10-Dec 8:00 STAFF
Students are fully responsible of independently studying (self-study) all
bony structures and lymphatic system.
E = Embryology/Embryological; Gr. Ana = Gross Anatomy

SPECIFIC LEARNING OBJECTIVES

Specific learning objectives for the course were aligned with MD Program Educational
Objectives and Competencies.

TOPIC SPECIFIC LEARNING OBJECTIVES

BLOCK I
GA INTRODUCTION TO ANATOMICAL TERMINOLOGY
1.1 Use anatomical termins to describe different body regions and their positions relative
to one another.
1.2 Compare the relative location between body regions using the anatomical position.
GA LYMPHATIC/AUTONOMIC NERVOUS SYSTEM
13.1 Define the components of the lymphatic system (lymphatic vessels, plexus, lymph,
lymph nodes and lymphoid organs.
13.2 Locate the general distribution of lymph nodes.
13.3 Discuss the basic etiology of clinical cases associated to the lymphatic system
(edema, lymphadenopathy, lymphangioma, lymphoma, lymph flow and metastasis).
13.4 Define the components of the lymphatic system (lymphatic vessels, plexus, lymph,
lymph nodes and lymphoid organs).
13.5 Recognize the subdivisions of the autonomic division of the nervous system (ANS).
13.6 Identify the components of both divisions of ANS and the basis for these
distinctions.
13.7 Differentiate the location of the cell body and tract of axon of the neurons in the
sympathetic and parasympathetic system.
13.8 Describe the effects of stimulating sympathetic or parasympathetic fibers in several
organs (eyes, skin, heart, lungs and digestive tract).
GA INTRODUCTION TO RADIOLOGY
1.1 Describe the basis of radiologic imaging.
1.2 Identify the different approaches of using radiologic techniques: conventional
radiology, computed tomography, ultrasonography, magnetic resonance imaging
and nuclear medicine imaging.
1.3 Build upon students’ knowledge of gross anatomy to enhance understanding of
radiologic imaging, particularly radiographs and cross sectional imaging.
1.4 Correlate anatomical structures encountered in the gross anatomy lab with their
radiographic appearance.
1.5 Appraise the tridimensional body on a 2-D plain film image.
 E GAMETOGENESIS AND FIRST WEEK OF DEVELOPMENT
2.1 Explain spermatogenesis and oogenesis.
2.2 Explain the ovarian cycle and uterine cycle.
2.3 Compare the hormonal regulation of the ovarian and uterine cycles.
2.4 Describe the transport and viability of germ cells.
2.5 Explain the process and results of fertilization.
2.6 Explain the changes that characterize the first week of development.

E HUMAN EMBRYONIC PERIOD (2ND TO 4TH WEEKS)

3.1 Describe the formation of the bilaminar embryonic disc.
3.2 Describe the formation of the trilaminar embryonic disc.
3.3 Describe the development of the fourth to eight weeks.
3.4 Identify the derivatives of the three germ layers.
3.5 Describe the significant events in the establishment of general body form.
3.6 Explain neurulation.
3.7 Explain the formation of the spinal cord including the differentiation of the
neuroepithelium.
3.8 Identify the derivatives of neural crest cells.
3.9 Explain the embryological basis for the most common congenital anomalies in the
spinal cord.
3.10 Describe the formation of the brain, forebrain, midbrain and hindbrain.
3.11 Describe the brain flexures.
3.12 Explain the embryological basis for the most common congenital anomalies of the
brain.
3.13 Explain the embryological formation of: spina bifida occulta, spina bifida with
meningocele, spina bifida with meningomyocele and spina bifida with myelochisis.

GA BACK AND SUBOCCIPITAL REGION

18.1 Describe a typical spinal nerve.
18.2 Identify the various components of a typical vertebra and the regional differences
among vertebrae.
18.3 Identify the blood vessels supplying the skin and muscles of the back.
18.4 Describe the superficial and deep muscles of the back as well as the muscles of the
back of the neck and the suboccipital region.
18.5 Identify the nerves that supply the skin and muscles of the back.
18.6 Identify the layers of the spinal cord coverings and other related structures such as
the cauda equina, dorsal and ventral roots, dorsal root ganglia, denticulate ligaments,
etc.
18.7 Relate structures of the back with respect to adjacent structures.
18.8 Describe the etiology of the most common clinical cases pertaining to the back.

LAB THORAX I
4.1 Describe the bony framework of the thorax, describing the parts included in the
sternum, thoracic vertebrae and ribs.
4.2 Describe the two muscles that cover thoracic wall anteriorly, including vascular and
nerve supply.
4.3 Describe the internal features of the anterolateral thoracic wall.
4.4 Diagram a typical intercostal space, including muscles, nerves, and vessels.
4.5 Describe the general gross features of the breast and its blood supply.

E DEVELOPMENT OF THE HUMAN CIRCULATORY SYSTEM

(HEART & ARTERIES)
5.1 Discuss the nature of the development of the conducting system of the heart.
5.2 Explain the development of the cardiac valves, heart chambers, and septae.
5.3 Review the partitioning of the great vessels.
5.4 Summarize the formation of extra and intra embryonic blood vessels.
5.5 Explain the development of the aortic arches.

GA IMAGING THORAX
6.1 Identify the bony landmarks of the thoracic region, as seen radiologically.
6.2 Identify the pulmonary cavities and heart chambers, as seen in X-ray imaging.
6.3 Explain the importance of medical imaging techniques in the recognition of thoracic
anomalies.

GA LUNGS
7.1 Examine and identify distinctive features of the lungs including: lobes, hilar
structures, and impressions made by nearby structures, bronchopulmonary segments.
7.2 Locate the origin and course of lung vasculature.
7.3 Compare the lymphatic drainage of the right versus the left lung.
7.4 Describe the etiology of the most common clinical cases pertaining to the lungs.

GA HEART
8.1 Describe location of the fibrous and serous pericardium, pericardial cavity (oblique
and transverse pericardial sinuses); with its neurovasculature.
8.2 Describe the external anatomy of the heart, including surfaces (posterior,
diaphragmatic, sternocostal), apex; sulci; and borders (right, left, superior, inferior).
8.3 Describe the right atrium, left atrium, the right ventricle and left ventricle.
8.4 Identify the coronary arteries and cardiac veins.
8.5 Describe the cardiac cavities.
8.6 Describe the cardiac nerves and plexus.
8.7 Order the sequence of events that are generated by the impulses of the conducting
system of the heart.
8.8 Describe the etiology of the most common clinical cases pertaining to the heart.

GA THORAX AND MEDIASTINUM

9.1 Identify all bones found in the thoracic region and discuss the role of any associated
tuberosities, grooves, etc.
9.2 Describe the muscles of the pectoral region.
9.3 Discuss the basic structure of the breast its neurovasculature and its lymphatic
drainage.
9.4 Identify the boundaries that characterize the thoracic apertures.
9.5 Identify the nerves innervating the structures of the thorax.
9.6 Relate structures of the thorax with respect to adjacent structures.
9.7 Describe the contents of the superior, posterior, middle and anterior mediastinum.
9.8 Describe the etiology of the most common clinical cases pertaining to the thorax and
mediastinum.

LAB THORAX II
10.1 Identify and describe the mediastinum, including its boundaries and subdivisions.
10.2 Describe the major contents of the posterior mediastinum and their relationships.
10.3
Identify the contents of the superior mediastinum.
10.4
Identify the contents of the middle mediastinum.
10.5 Identify the thoracic part of the trachea and describe its blood supply and
innervation.
10.6 Identify and trace all the branches of the arch of the aorta in the region and the
relationship of the vagus and phrenic nerves to them.
10.7 Identify and trace the tributaries to each of the brachiocephalic veins and the
formation of the superior vena cava.
10.8
Identify and describe the location of the lungs in the thoracic cavity.
10.9 Identify the relations of the pulmonary artery, pulmonary veins, and the bronchi at
the hilum of each lung.
10.10
Describe the surface features of the lungs. Identify its recesses.
10.11
Identify the intercostal structures of the posterior thoracic wall.
10.12
Relate the anatomy of the heart to its basic physiological function.
10.13
Identify the layers of the pericardium and its sinus.
10.14
Identify the structures traversed in sequence of blood flow.
10.15 Identify the internal structures found in each of the four chambers and consider their
significance.
10.16 Compare and contrast the anatomical characteristics of the right and left sides of the
heart.
10.17
Identify the arterial supply and venous drainage of the heart, including its branches.

E VEINS AND FETAL CIRCULATION

11.1 Describe the developmental changes that occur during the formation of the venous
system.
11.2 Describe the derivatives of the vitelline veins.
11.3 Know the significance of the vitelline veins.
11.4 Explain the embryological basis of the most common malformations of the vascular
system.
11.5 Explain the embryological basis of the most common malformations of the heart.
11.6 Explain the significant developmental features that are responsible for the Tetralogy
of Fallot.

GA ANTERIOR ABDOMINAL WALL

12.1 Contrast the distinct fascial layers of the anterior abdominal wall.
12.2 Differentiate between thoracic nerves and lumbar nerves supplying the abdominal
wall.
12.3 Identify the muscles of the anterior abdominal wall and their functions.
12.4 Describe the layers that comprise the rectus sheath.
12.5 Identify the origin and distribution of blood vessels supplying the anterior abdominal
wall.
12.6 Recognize and describe the location and function of the inguinal ligament,
superficial and deep inguinal rings, and the conjoint tendon.
12.7 Relate structures of the anterior abdominal wall with respect to adjacent structures.
12.8 Describe the etiology of the most common clinical cases pertaining to the anterior
abdominal wall.
GA GASTROINTESTINAL AND PERITONEUM
14.1 Differentiate the structure and function of the lesser omentum from those of the
greater omentum.
14.2 Recognize the epiploic foramen in terms of its significance and relationship to
surrounding structures.
14.3 List the subdivisions of the gastrointestinal (GI) tract from the pharynx to the anal
canal.
14.4 Identify the parts of the GI tract that have mesentery and those that are
retroperitoneal (primary or secondary).
14.5 Describe the clinical significance of the peritoneal gutters.
14.6 Delineate the branches of the celiac trunk, the superior mesenteric artery, and the
inferior mesenteric arteries.
14.7 Describe the etiology of the most common clinical cases pertaining to the
gastrointestinal system and peritoneum.

LAB ABDOMEN I
15.1
Identify the major skeletal landmarks of the abdominopelvic cavity.
15.2
Describe the fascial arrangement of the anterolateral abdominal wall.
15.3 Identify layers formed by the anterolateral abdominal muscles, including their
contributions in formation of the rectus sheath.
15.4
Describe the anatomy of the inguinal canal.
15.5 Describe the anatomy of the various kinds of abdominal wall hernias (indirect and
direct inguinal, umbilical, lumbar).
15.6
Describe the boundaries of the Inguinal Triangle of Hesselback.
15.7 Define the contributions of the anterior abdominal wall layers to the coverings of the
spermatic cord and round ligament, and the origin of these coverings as related to the
descent of the gonads.
15.8
Describe the nervous supply to the anterior abdominal wall.
15.9
Identify the contents of the spermatic cord.
15.10 Describe the contributions of the anterior abdominal wall and spermatic cord layers
to the formation of the scrotum.
15.11
Describe the organization of the digestive tract and its parts.
15.12 Identify the parts of the stomach and describe its spatial relationships to surrounding
organs and mesenteries.
15.13 Describe the blood supply of the abdominal foregut via branches of the celiac artery,
and the basic pattern of lymphatic drainage in this region.
15.14 Describe the anatomy of the foregut peritoneal ligaments, omenta and omental bursa,
and their development from the embryological ventral and dorsal mesogastria.
15.15 Describe the basic anatomy of the large and small intestines, including blood supply
and internal structure.
15.16 Describe the basic organization of the peritoneum and peritoneal cavity, including
subdivisions, mesenteries, and ligaments.

E DEVELOPMENT OF THE BODY CAVITIES, LUNGS & RESPIRATORY

SYSTEM
16.1 Explain the formation of the coelomic cavities and the mesenteries.
16.2 Explain the formation of the diaphragm.
16.3 Explain the most common congenital malformations of the diaphragm.
16.4 Explain the normal development of the lower respiratory tract: larynx, trachea,
bronchi and lungs.
16.5 Describe the embryological causes of some congenital malformation of the lower
respiratory system.

E DEVELOPMENT OF THE HUMAN URINARY SYSTEM

17.1 Describe the formation of the excretory units.
17.2 Identify the sequential events that occur in the development of the definitive kidney.
17.3 Compare the formation of the urinary bladder in the male and female.
17.4 Compare the development of the urethra in the male and female.
17.5 Explain the embryological basis of the most common malformations of the urinary
system.

E DEVELOPMENT OF THE HUMAN GASTROINTESTINAL TRACT (GIT)

18.1 Explain the formation of the primitive gut.
18.2 Explain the formation of the foregut in relation to body formation.
18.3 Explain the formation of the midgut in relation to body formation.
18.4 Explain the formation of the hindgut in relation to body formation.
18.5 Identify the derivatives of the foregut, midgut, hindgut.
18.6 Describe the orientation of the foregut and its relationship to local mesenchyme.
18.7 Explain the rotation of the midgut and its final orientation in relation to the adult
positions.
18.8 Describe the orientation of the hindgut with the division of the cloaca into the
urogenital sinus and hindgut.
18.9 Explain the formation of the esophagus.
18.10 Explain the normal development of the stomach.
18.11 Describe the formation of the intestines.
18.12 Explain the formation of the liver, pancreas and spleen and their relation to the
organs in the abdominal cavity.
18.13 Explain the most common congenital malformations of the digestive system.

GA IMAGING ABDOMEN
19.1
Identify the bony landmarks of the abdominal region, as seen radiologically.
19.2
Locate major abdominal structures, as seen through X-ray and MRI.
19.3 Explain the importance of medical imaging techniques in the recognition of
abdominal anomalies.

GA PANCREAS, LIVER, AND SPLEEN

20.1 Summarize the parts of the pancreas with respect with other abdominal structures,
including its blood supply and lymphatic drainage.
20.2 Explain the parts of the gall bladder including its blood supply and lymphatic
drainage.
20.3 Describe the biliary duct system from the liver to the duodenum, including its blood
supply.
20.4 Describe the surface anatomy of the liver including the anatomical lobes, ligaments
and blood supply.
20.5 Discuss the portal vein system in the liver, including the origin and course of all
vessels.
20.6 Describe the anatomic surfaces of the spleen, including its innervation and blood
supply.
20.7 Explain the lymphatic drainage in the spleen.
20.8 Describe the etiology of the most common clinical cases pertaining to the pancreas,
liver and spleen.

GA POSTERIOR ABDOMINAL WALL AND KIDNEYS

21.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
21.2 Identify the origins of both renal (left and right) and testicular (or ovarian) arteries
and veins.
21.3 Characterize the components of the fascial and capsular layers surrounding the
kidneys.
21.4 Describe the structures coursing on the posterior abdominal wall to enter the pelvis.
21.5 Describe the components of the diaphragm and its apertures.
21.6 Associate the muscles in the posterior abdominal wall with their attachments.
21.7 Visualize the structures of the posterior abdominal wall with respect to adjacent
structures.
 21.8 Describe the lumbar plexus: iliohypogastric n., ilioinguinal n., genitofemoral n.,
lateral femoral cutaneous n., femoral n., and obturator nerve, lumbosacral trunk;
origin (segmental derivations), course, structures innervated.
21.9 Describe the etiology of the most common clinical cases pertaining to the posterior
abdominal wall and kidneys.

LAB ABDOMEN II
22.1 Identify and describe the parts and peritoneal relationships of the pancreas and
duodenum.
22.2
Describe the pattern of common vasculature of the duodenum and pancreas.
22.3 Trace the pathway of common entry of the bile ducts and pancreatic ducts into the
2nd part of the duodenum.
22.4 Identify parts of the liver and describe the relationships of its portal venous, hepatic
arterial, and hepatic venous circulation.
22.5 Identify the structures passing into and out of the porta hepatis and some of the most
common variations on this pattern.
22.6
Describe the peritoneal relationships of the liver and gallbladder.
22.7
Identify the spleen and its peritoneal attachments.
22.8 Trace the potential collateral blood flow between celiac and superior mesenteric
arterial territories, and between superior and inferior mesenteric arterial territories.
22.9
Identify muscles that form the posterior abdominal wall.
22.10 Describe the nerves of the lumbar plexus in terms of their: spatial relationship to the
posterior abdominal wall muscles; distribution to the abdominal wall, genital region,
and lower limb; and categorization into purely cutaneous nerves and those which
also innervate muscles.
22.11
Describe the branches that arise from the abdominal aorta.
22.12
Identify the 4 portions of the thoracic diaphragm.
22.13 Locate the three major passageways through the diaphragm and the structures
traversing them.
22.14
Identify the arcuate ligaments and the muscle surface they cover.
22.15 Demonstrate the relationships of the kidneys and suprarenal glands to adipose and
fascial coverings, lower ribs and other abdominal organs.
22.16 Describe the basic external and internal gross anatomy of the kidney and suprarenal
gland.
22.17
Define the blood supply and drainage of the kidneys and suprarenal glands.
22.18
Describe the general organization of the urinary system.

BLOCK II
GA MALE PELVIS
1.1 Identify the bones and ligaments forming the pelvis.
1.2 Identify the major foramina of the bony pelvis.
1.3 Differentiate between the true pelvis and the false pelvis in terms of their structures
and locations.
1.4 Recognize the blood vessels that pass from the posterior abdominal wall into the
pelvis.
1.5 Identify the branches of the anterior and posterior divisions of the internal iliac
artery.
1.6 Relate the muscles of the pelvic wall and floor to one another and to their
attachments.
1.7 Differentiate between the pelvic diaphragm and the UG (urogenital) diaphragm.
1.8 Describe the lymphatic drainage as it relates to the structures in this region.
1.9 Visualize and relate structures of the male and female pelvis with respect to adjacent
structures.
1.10 Describe the etiology of the most common clinical cases pertaining to the male
pelvis.

GA MALE PERINEUM
2.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
2.2 Describe the boundaries and regions of the perineum.
2.3 Identify the muscles of the male and female perineum and their attachments.
2.4 Differentiate between the urogenital (UG) triangle and the anal triangle.
2.5 Identify the blood vessels and nerves supplying the structures of the perineum.
2.6 Identify other regions into which the superficial fascial layers of the perineum are
continuous.
2.7 Identify the major arteries supplying the perineum.
2.8 Describe the lymphatic drainage as it relates to the structures in this region.
2.9 Describe the etiology of the most common clinical cases pertaining to the male
perineum.

GA FEMALE PELVIS
3.1 Identify the bones and ligaments forming the pelvis.
3.2 Identify the major foramina of the bony pelvis.
3.3 Differentiate between the true pelvis and the false pelvis in terms of their structures
and locations.
3.4 Recognize the blood vessels that pass from the posterior abdominal wall into the
pelvis.
3.5 Identify the branches of the anterior and posterior divisions of the internal iliac
artery.
3.6 Relate the muscles of the pelvic wall and floor to one another and to their
attachments.
3.7 Differentiate between the pelvic diaphragm and the UG (urogenital) diaphragm.
3.8 Compare the organs in the female pelvis with those in the male pelvis.
3.9 Describe the clinical significance of the peritoneal fossae related to the uterus, the
clinical significance of the peritoneal fossae related to the uterus.
3.10 Describe the lymphatic drainage as it relates to the structures in this region.
3.11 Visualize and relate structures of the male and female pelvis with respect to adjacent
structures.
3.12 Describe the etiology of the most common clinical cases pertaining to the female
pelvis.

GA FEMALE PERINEUM
4.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
4.2 Describe the boundaries and regions of the perineum.
4.3 Identify the muscles of the female perineum and their attachments.
4.4 Differentiate between the urogenital (UG) triangle and the anal triangle.
4.5 Identify the blood vessels and nerves supplying the structures of the perineum.
4.6 Identify other regions into which the superficial fascial layers of the perineum are
continuous.
4.7 Identify the major arteries supplying the perineum.
4.8 Describe the lymphatic drainage as it relates to the structures in this region.
4.9 Relate structures of the male and female perineum with respect to adjacent
structures.
4.10 Describe the etiology of the most common clinical cases pertaining to the female
perineum.

E DEVELOPMENT OF THE REPRODUCTIVE SYSTEM

5.1 Compare ovary and testis development.
5.2 Compare the development of the genital ducts in the male and female.
5.3 Compare the development of the external genitalia in the male and female.
5.4 Explain the significance of the descent of the testis and ovary.
5.5 Explain the embryological basis of the most common malformations of the genital
system.

LAB PELVIS AND PERINEUM (MALE AND FEMALE)

6.1
Identify the pelvic diaphragm and differentiate its components.
6.2 Demonstrate the origins of the piriformis and obturator internus muscles and
describe two specializations of the obturator fascia.
6.3
Describe the relationships of the bladder to other pelvic organs in both sexes.
6.4 Identify the internal orifices of the bladder and differentiate the trigone region from
the rest of the bladder lining.
6.5 Describe the normal position and relationships of all organs of the reproductive
tracts in both sexes and the role of each in reproductive processes.
6.6
Describe the broad ligament and differentiate its parts.
6.7
Identify the ovary and discuss the functional significance of its ligaments.
6.8
Demonstrate the uterine tube and its subdivisions.
6.9 Identify the uterus and its subdivisions and demonstrate the continuity of its lumen
with that of the uterine tubes and the vagina.
6.10
Identify the vagina, and note the angle formed at its junction with the uterus.
6.11 Trace the entire course of the ductus deferens and identify its ampulla, recall its
relationship to the ureter.
6.12 Identify the seminal vesicle and demonstrate the formation and course of the
ejaculatory duct.
6.13 Identify the prostate gland and describe the special features of the prostatic urethral
wall.
6.14 Identify the testis, its coverings, and tubules, and account for the difference in
location between gonads in the two sexes.
6.15
Demonstrate the epididymis and its subdivisions.
6.16
Identify the internal features of the anal canal.
6.17 Trace the branching pattern of the internal iliac vessels in each sex, identifying
branches by their relationships to pelvic organs or wall structures.
6.18 Trace the skeletal and ligamentous boundaries of the perineum, and define the anal
and urogenital triangles.
6.19
Describe the position and boundaries of the ischioanal fossa.
6.20 Describe the structure, contents, and course of the pudendal canal.
6.21
Trace the branching pattern of the internal pudendal vessels and the pudendal nerve.
6.22
Differentiate between male and female urethrae.
6.23 Identify the components of the external genital organs and give the homologues in
each of both sexes.
6.24
Describe structure and function of the erectile bodies.
6.25
Trace the nerve and blood supply to the external genital organs.

LAB LOWER LIMBS I

7.1 Describe the anatomy of the lateral femoral (hip) region, including the gluteal
muscles, their vascular and nerve supply, and their actions in locomotion.
7.2 Identify the sacral plexus, its general plan, and its major branches in the hip and
posterior thigh regions.
7.3 Describe the muscular anatomy of the posterior thigh, its muscles, their nerve
supply, and their actions in locomotion.
7.4
Define the popliteal fossa and give the boundaries and components of its contents.
7.5 Identify the muscles of the anterior and medial thigh, including their nerve, vascular
supply and their role in locomotion.
7.6 Define the femoral triangle and adductor canal, their contents and the spatial
relationships of the structures passing through them
7.7
Identify the femoral artery, nerve and branches.
7.8
Identify the adductor canal boundaries and content.
7.9 Predict the functional loss and cutaneous areas affected by a given nerve injury to
the posterior, anterior or medial thigh region; or conversely, given a functional
and/or cutaneous loss, be able to predict which nerve or nerves are involved and the
probable level of the injury.
7.10
Identify the ligaments and menisci of the knee.

GA SHOULDER, PECTORAL REGION, AND AXILLA

8.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
8.2 Describe muscles of the shoulder region.
8.3 Identify the boundaries and contents of the quadrangular and triangular spaces.
8.4 Recognize the shoulder muscles that comprise the rotator cuff.
8.5 Describe the collateral circulation around the shoulder and its clinical significance.
8.6 Relate specific structures of the scapular and deltoid regions with respect to adjacent
structures.
8.7 Describe the muscles of the pectoral region in terms of their attachments,
innervations, and blood supplies.
8.8 Delineate the medial, anterior, posterior, and lateral boundaries of the axilla.
8.9 Identify the blood vessels supplying the structures of the pectoral region, axilla, and
upper arm.
8.10 Name the branches of the axillary artery.
8.11 Recognize structures of the pectoral region and axilla with respect to adjacent
structures.
8.12 Describe the etiology of the most common clinical cases pertaining to the shoulder,
pectoral region, and axilla.

E DEVELOPMENT OF THE HUMAN MUSCULOSKELETAL SYSTEM

9.1 Compare intramembranous vs. endochondral ossification.
9.2 Explain the formation of joints.
9.3 Explain the formation of a typical vertebra and rib.
 9.4 Describe the changes of the musculoskeletal system after birth.
9.5 Explain the embryological basis for the most common congenital anomalies of the
vertebra and ribs.
9.6 Describe the formation of the limbs.
9.7 Explain the embryological basis for the most common congenital anomalies of the
limbs.
9.8 Describe myogenic development of skeletal muscle.
9.9 Compare the development and functions of the skeletal and visceral muscle.
9.10 Describe the events that take place in myotome development.

GA IMAGING PELVIS
10.1
Identify the bony landmarks of the pelvic region, as seen radiologically.
10.2 Explain the importance of medical imaging techniques in the recognition of pelvic
anomalies.

GA LEG, ANKLE, AND FOOT

11.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
11.2 Describe the muscles in the posterior, lateral, and medial compartments of the leg.
11.3 Identify the contents of the neurovascular bundles of the posterior, lateral and
anterior compartments of the leg.
11.4 Describe the structures passing through the anterior aspect of the ankle from the
anterior compartment of the leg to the dorsum of the foot.
11.5 Identify the muscles and tendons on the lateral and medial aspects of the ankle.
11.6 Classify the muscles and tendons on the dorsal and plantar aspects of the foot
according to the layer in which each is located.
11.7 Identify the blood vessels and nerves supplying the structures of the ankle and foot.
11.8 Identify the source of innervation for the intrinsic muscles of the foot.
11.9 Describe the branches and termination of the dorsalis pedis artery.
11.10 Relate structures of the ankle and foot with respect to adjacent structures.
11.11 Describe the etiology of the most common clinical cases pertaining to the leg, ankle
and foot.

GA GLUTEAL REGION, POSTERIOR THIGH AND POPLITEAL FOSSA

12.1 Identify all bones found in this region and discuss the role of all associated
tuberosities, grooves, etc.
12.2 Describe the muscles in the posterior compartments of the thigh and the gluteal
region.
12.3 Outline the nerves and blood vessels supplying the posterior compartments of the
thigh and the gluteal region.
12.4 Relate structures of the popliteal fossa and leg with respect to adjacent structures.
12.5 Delineate the structural boundaries of the popliteal fossa.
12.6 Reason the etiology of the most common clinical cases pertaining to the gluteal region,
posterior thigh and popliteal fossa.

GA ANTEROMEDIAL THIGH AND KNEE

13.1 Describe the muscles in the anterior and compartments of the thigh.
13.2 Identify the nerves and blood vessels that supply the anterior and lateral
compartment of the thigh and knee.
13.3 Sketch the collateral circulation around the knee.
13.4 Describe the etiology of the most common clinical cases pertaining to the
anteromedial thigh and knee.

LAB LOWER LIMBS II

14.1 Describe the muscular anatomy of the leg region, its muscles, their vascular and
nerve supply, and their actions in locomotion.
14.2 Identify the anatomical relationships of structures in the medial and lateral aspects of
the malleolus.
14.3
Identify the superficial and deep neurovasculature of the leg region.
14.4 Identify the muscular layers associated to the plantar aspect of the foot, including
relevant neurovasculature.

E HUMAN FETAL MEMBRANE & PLACENTA

15.1 Explain the functions of the placenta.
15.2 Describe the decidual reaction of the gravid endometrion.
15.3 Describe the development and structure of the placenta.
15.4 Explain the placental circulation.
15.5 Explain the placental membrane.
15.6 Describe the mechanism of placental transfer.
15.7 Identify the substances and agents that can and cannot pass through the placental
membrane.
15.8 Explain the formation of the yolk sac, amnion, and allantois.
15.9 Compare the developmental difference between dizygotic and monozygotic twins.

GA ARM, CUBITAL FOSSA AND FOREARM

16.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
16.2 Describe the muscles in the anterior and posterior compartments of the arm.
16.3 Discuss the significance of the bicipital aponeurosis.
16.4 Identify nerves and blood vessels supplying the arm.
16.5 Discuss the significance of collateral circulation at the elbow.
16.7 Relate the structures of the arm and forearm with respect to adjacent structures.
16.8 Describe the muscles in the anterior and posterior compartments of the forearm.
16.9 Identify the blood vessels and nerves supplying the forearm.
16.10 Describe the etiology of the most common clinical cases pertaining to the arm,
cubital fossa and forearm.

GA WRIST AND HAND

17.1 Identify all bones found in this region and discuss the role of any associated
tuberosities, grooves, etc.
17.2 Describe the muscles in the wrist and hand.
17.3 Describe the blood supply to the wrist and hand.
17.4 Discuss the innervation of each of the hand muscles.
17.5 Locate the structures of the wrist and hand with respect to adjacent structures.
17.6 Describe the etiology of the most common clinical cases pertaining to the wrist and
hand.

E DEVELOPMENT OF THE HUMAN INTEGUMENTARY SYSTEM

19.1 Explain the formation of the epidermis and dermis.
19.2 Describe the derivatives of the integumentary system.
19.3 Explain the embryological basis for the most common congenital anomalies of the
skin and its derivatives.
LAB UPPER LIMBS I AND BACK
20.1 Identify the muscles of the pectoral region, their related fascia, nerve and regional
blood supply.
20.2 Identify the shoulder muscles and classify associated rotator cuff muscles, including
general functions and nerve supply.
20.3 Identify the boundaries and contents of the triangular and quadrangular spaces in the
posterior shoulder.
20.4
Recall the concept of the axilla as a space, its muscular boundaries, and contents.
20.5 Illustrate or describe the brachial plexus, including its parts, the nerves arising from
it, and their specific origins and areas of distribution.
 20.6 Predict the functional and cutaneous loss that might result in the back, posterior
shoulder, pectoral region, or cutaneous upper limb, given an injury to a specific site
in the brachial plexus.
20.7 Identify or describe the axillary artery and vein, their major branches, and their
relationships to each other, the brachial plexus, and the pectoralis minor muscle.
20.8 Identify the bony features of the vertebral column, distinguishing main differences
across different types of vertebrae.
20.9 Identify and give the general attachments of, nerve and blood supply to, and the
general functions of the superficial and deep back muscles.
20.10
Explain the difference between superficial and deep (true) back muscles.
20.11
Locate the muscles, nerves and arteries of the suboccipital region.
20.12
Identify the boundaries and contents of the suboccipital triangle.

GA IMAGING UPPER AND LOWER LIMBS

21.1
Identify the bony landmarks of the upper and lower limbs, as seen radiologically.
21.2 Relate the location of bony structures across the different fascial planes of the lower
and upper limbs, as can be seen from X-ray and MRI.
21.3 Identify muscles (muscular compartments) of the upper and lower limbs, as seen
from MRI.
21.4 Explain the importance of medical imaging techniques in the recognition of
anomalies in the limbs, such as tumor and fractures.
21.5 Identify the prominent features of carpals, metacarpals and phalanges associated with
the hand.

LAB UPPER LIMBS III

22.1
Identify prominent bony features of the humerus, radio and ulna.
22.2 Identify the contents of each compartment of the arm and the functional significance
of the included muscles.
22.3
Describe the nerve and vessels that supply the arm region.
22.4 Identify spatial relationships of all associated muscular and neurovascular structures
within the cubital fossa.
22.5 Identify the flexor and extensor compartment of the forearm, the nerve and vessels
supplying their contents, and the functional significance of the included muscles.
22.6 Identify the superficial and deep muscles that are included in the hand (classify
thenar and hypothenar muscles), the nerve and vessels supplying their contents, and
the functional significance of the included muscles.
22.7
Describe the movements of the fingers and thumb.
22.8
Describe the collateral circulation of the hand.
22.9
Define the boundaries and contents of the anatomical snuffbox.

BLOCK III
E DEVELOPMENT OF THE HEAD AND NECK
1.1 Describe a typical branchial arch in terms of: musculature, skeleton, innervations,
cleft and pouch formation.
1.2 Describe the branchial arches derivatives.
1.3 Describe the pharyngeal pouches and grooves derivatives.
1.4 Explain the events that occur during the development of the thyroid gland.
1.5 Explain the embryological basis of the most common malformations of the branchial
arches.
1.6 Describe the development of the tongue.
1.7 Analyze the developmental reason for the innervation of the tongue.
1.8 Explain the development of the salivary glands.
1.9 Compare the development of the lips, vestibule and gingiva.
1.10 Compare the inductive influences in the development of the face and palate.
1.11 Describe the movement of both ectodermal and mesodermal cell masses during the
formation of the face.
1.12 Explain the formation of the nose and nasal cavities.
1.13 Explain the origin of facial musculature and their innervation.
1.14 Explain the embryological basis of the most common malformations of the branchial
apparatus I.
1.15 Differentiate between the various types of ossification in the skull.
1.16 Discuss the embryological basis for the most common congenital anomalies of and
face skull.

E HYPOPHYSIS AND PINEAL GLANDS

2.1 Explain the development of the hypophysis.

GA ANTERIOR AND POSTERIOR TRIANGLE OF THE NECK

3.1 Delineate the structural boundaries of the anterior and posterior triangles of the neck.
3.2 Classify the subdivisions of the anterior and posterior triangles according to their
anatomical boundaries and contents.
3.3 Describe the fascial arrangements of the neck.
3.4 Identify the superficial and deep structures of the anterior and posterior triangles.
3.5 Identify the locations of the sympathetic ganglia in the neck.
3.6 Identify the structures found in the root of the neck.
3.7 Identify the branches of the carotid arteries in the neck.
3.8 Relate structures of the neck with respect to adjacent structures.
3.9 Describe the etiology of the most common clinical cases pertaining to the anterior
and posterior triangle of the neck.

GA CRANIAL NERVES
4.1 Identify all cranial nerves: Olfactory nerve(s), optic nerve and chiasm, oculomotor,
trochlear, trigeminal, abducens, facial, vestibulocochlear, glossopharyngeal, vagus,
accessory, and hypoglossal nerves including their origin, course (exit from skull),
types of fibers, structures which their innervate.
4.2 Describe the etiology of the most common clinical cases pertaining to the cranial
nerves.

GA AUTONOMICS OF THE HEAD AND NECK

5.1 Describe the role of the autonomic nervous system (parasympathetic and
sympathetic) on viscera in the head and neck regions.
5.2 Describe pathways of autonomic fibers which pass through cervical sympathetic
ganglia as well as parasympathetic fibers that are associated with cranial nerves CN
III, CN VII, CN IX, and CN X.
5.3 Integrate the clinical signs of autonomic nerve dysfunction with particular lesions to
cranial nerves or with skull fracture.
5.4 Describe the etiology of the most common clinical cases pertaining to the
autonomics of the head and neck.

LAB HEAD AND NECK I

6.1 Identify and list the attachments, innervation and action of the sternocleidomastoid,
digastric and infrahyoid (strap) muscles.
6.2 Identify the boundaries of the anterior and posterior cervical triangles and their
subdivisions.
6.3 Recognize and describe the contents of the carotid sheath and their relationships with
surrounding structures (below the level of the hyoid bone).
6.4 Locate the vagus nerve and give its relationships to the fascia, vessels and viscera of
the region.
6.5 Identify and list the parts and branches of the subclavian artery and vein, and
describe their course in the neck.
6.6 In the root of the neck, locate the vagus and phrenic nerves and describe their
relationships to the organs, fascia, vessels, and viscera of the neck.
6.7 Locate and describe the specific features of the thyroid gland, including its vascular
supply.
6.8 Identify the scalene muscles and the first rib and relate them to the neurovascular
structures at the root of the neck.

GA SUPERFICIAL FACE AND SCALP

7.1 Identify the various bones of the skull and face.
7.2 Identify the principal openings associated with the face bones and the structures
which traverse them.
7.3 Describe the cutaneous innervation, blood, supply and the lymphatic drainage of the
face and head.
7.4 Describe the important muscles of the face and scalp.
7.5 Relate structures of the face and head with respect to adjacent structures.
7.6 Describe the etiology of clinical cases pertaining to the superficial face and scalp.

GA CRANIAL CAVITY CONTENT AND DEVELOPMENT

8.1 Identify the bones forming the cranial vault.
8.2 Describe the three cranial fossae and their contents.
8.3 Differentiate each cranial nerve according to its classification, functions, and exit
points from the brain and skull.
8.4 Identify the coverings of the brain and their associated structures.
8.5 Identify the dural venous sinuses.
8.6 Identify the components of the circle of Willis.
8.7 Relate structures of the cranial vault and base of the brain with respect to adjacent
structures.
8.8 Describe the etiology of the most common clinical cases pertaining to the cranial
cavity content.

GA TEMPORAL AND INFRATEMPORAL REGION

9.1 Describe the structures, including arteries and nerves, associated with the parotid
region.
9.2 Identify and describe the muscles of mastication.
9.3 Identify the branches of the maxillary artery.
9.4 Identify the nerves associated with the infratemporal fossa.
9.5 List the nerve fibers that pass through or synapse in the otic ganglion.
9.6 Describe the basic structures associated with the temporomandibular joint.
9.7 Visualize and relate structures of the parotid region and infratemporal fossa with
respect to adjacent structures.
9.8 Describe the etiology of the most common clinical cases pertaining to the temporal
and infratemporal region.

GA ORBIT AND CONTENT

10.1 Identify the bones that contribute to the formation of the orbit.
10.2 Identify the muscles contained in the orbit and describe their actions and nerve
supply.
10.3 Identify and discuss the origin and destination of all nerves in the orbit.
10.4 Discuss the sympathetic and parasympathetic innervation of the eyeball including the
ciliary ganglion.
10.5 Describe the vasculature associated with the orbit.
10.6 Describe all the fascial specializations and glands associated with the orbit.
10.7 Describe the eyelid.
10.8 Relate structures of the orbit and eyeball with respect to adjacent structures.
10.9 Describe the etiology of the most common clinical cases pertaining to the orbit and
content.

GA EAR
11.1 Describe the location and general features of the external ear, middle ear and internal
ear.
11.2 Describe the blood vessels and nerves supplying the external ear and middle ear.
11.3 Identify the contents of the middle ear and their relation to each other and to the
walls of the middle ear.
11.4 Review the contents of the internal ear.
11.5 Describe the etiology of the most common clinical cases pertaining to the ear.

LAB HEAD AND NECK II

12.1
Identify the muscles involved in facial expression.
12.2 Describe the location of the parotid salivary gland posterior and deep to the ramus of
the mandible, within the parotid fossa.
12.3 Identify three main neurovascular structures that traverse the gland: the facial nerve,
the retromandibular vein and external carotid artery.
12.4
Identify the branches of the facial nerve in the face.
12.5
Trace the course of the facial artery and facial vein in the face.
12.6
Define the scalp, its structural layers, muscles, nerves, and vessels.
12.7 Identify the prominent bony features on the external surface of the skull and internal
surface of the skull base.

E DEVELOPMENT OF THE HUMAN EYE

13.1 Describe the formation of the eyes, the eyelids and the lacrimal glands.
13.2 Explain the embryological basis for the most common congenital anomalies of the
eye.

E DEVELOPMENT OF THE HUMAN EAR

14.1 Describe the development of the external, middle, and internal ear.
14.2 Explain the embryological basis for the most common congenital anomalies of the
ear.

GA ORAL AND NASAL CAVITY

15.1 Identify the musculature of the tongue.
15.2 Identify the nerves and vessels supplying the mucosa and musculature of the tongue.
15.3 Recognize the muscles of the floor of the mouth and their nerve supply.
15.4 Visualize the structures of the sublingual area.
15.5 Identify the nerves that pass through or synapse in the submandibular ganglion.
15.6 Describe the bony skeleton of the nasal cavity and pterygopalatine fossa.
15.7 Relate the blood vessels and nerves supplying the nasal cavity.
15.8 Describe the structures related to the nasal cavity and pterygopalatine fossa.
15.9 Identify the bony openings into the pterygopalatine fossa.
15.10 Describe the pathways for nerve fibers and blood vessels that pass through the
pterygopalatine fossa.
15.11 Describe the pathways for fibers that pass through or synapse in the pterygopalatine
ganglion.
15.12 Describe the hard and soft palates.
15.13 Identify the muscles associated with the soft palate.
15.14 Describe the nerve supply to the muscles and mucosa of the hard and soft palates.
15.15 Describe the etiology of the most common clinical cases pertaining to the oral and
nasal cavity.

GA IMAGING HEAD AND NECK

16.1
Identify the bony landmarks of the head and neck, as seen radiologically.
16.2 Explain the importance of medical imaging techniques in the recognition of head and
neck anomalies.

LAB HEAD AND NECK III

17.1
Define the boundaries and contents of the temporal and infratemporal fossa.
17.2
Identify the muscles of mastication and give their functions.
17.3 Identify the branches of the trigeminal nerve and their functions related to
mastication and sensation from the face.
17.4
Identify the chorda tympani nerve and give its function.
17.5
Identify the vasculature supplying the temporal and retromandibular regions.
17.6 Identify the bony elements in the orbit wall (include foramina and fissures) and
lacrimal apparatus.
17.7
List and identify the structures that are transmitted through the fissures in the orbit.
17.8
Identify the extraocular muscles, their function and innervation.
17.9 Identify all sensory, motor, and autonomic nerves of the orbit and trace their routes
to and within the orbit.
17.10
Identify branches of ophthalmic arteries and veins.

E TERATOGENESIS AND MALFORMATIONS

18.1 Evaluate the genetic defects with their corresponding causes.
18.2 Identify the environmental defects: maternal infections and factors, chemical
teratogens, ionizing radiation, and mechanical factors.
18.3 Discuss the reason for developmental defects: faulty inductions; failure of formation,
migration, fusion or resorption, hypoplasia, duplication.

GA PHARYNX AND LARYNX

Describe the musculature associated with the pharynx.
Describe the nasopharynx, oropharynx, and laryngopharynx in terms of their
locations, blood supplies and innervations.
Locate the cartilages that are related to the larynx.
Identify the membranes that are related to the larynx.
Identify the various parts of the laryngeal inlet and cavity.
Describe the nerves supplying the laryngeal mucosa.
Describe the muscles associated with the larynx.
Describe the nerves and arterial supply to the laryngeal muscles.
Describe structures of the larynx with respect to adjacent structures.
Describe the etiology of the most common clinical cases pertaining to the pharynx
and larynx.

LAB HEAD AND NECK IV

Describe the oral cavity and the hard and soft palate in a bisected specimen.
Identify the muscles of the tongue and the two important nerves that supply it.
Identify the structures located in the sublingual region.
Describe the vessels and nerves that supply the hard and soft palate region.
Identify the bony features in the nose and paranasal sinus.
Describe the nasal cavity, its general morphology including walls, openings, nasal
septum, conchae, meatuses, and its general neurovascular supply.
List the paranasal sinuses and where each opens into the nasal cavity.
Define the three parts of the ear and the function of each part.
 Describe the structure and actions of the tympanic membrane, the auditory ossicles,
and the muscles of the middle ear.
Describe the anatomical architecture of the pharynx, including musculature
(constrictor muscles) and neurovasculature of the different segments.
Describe the anatomy of the interior of the larynx.
Identify the main cartilages and membranes that form the internal framework
(skeleton) of the larynx.
Describe the actions of the intrinsic muscles of the larynx in tensing, relaxing,
abducting or adducting the vocal folds.
Describe the innervation and vascular supply of the larynx.

E (Embryology); GA (Gross Anatomy)