The second semester focuses on topographical/systemic gross anatomy of the head, neck and body cavities (thorax, abdomen, pelvis, the four quadrants and nine descriptive regions of the abdomen in relation to underlying organs), cross sectional anatomy and corresponding embryology (lectures on the development of the organs and functional systems precede gross anatomical presentations and include frequently occurring malformations). During this semester the students will be introduced to the normal structure (including anatomical variants) and development of the gastrointestinal system and to the morphological basis of the function of the following systems:
Description of the major features of the oral cavity including the teeth, tongue, soft and hard palate.
Description of the salivary glands (parotid, submandibular and sublingual).
Description of the structure of the oesophagus.
Description of the relationship of the abdominal organs to the peritoneum (parietal and visceral layers) and the mesenteries.
Description of the regions of the stomach.
Description of the major sphincters of the gastrointestinal system in relation to their associated structures (oesophageal sphincter, cardiac sphincter, pyloric sphincter, ileocaecal sphincter, hepato‐pancreatic sphincter, anal sphincters).
Description of the constituent parts of the small intestine (duodenum, jejunum and ileum) and the large intestine (caecum, ascending colon, transverse colon, descending colon, sigmoid colon, rectum and anus).
Description of the lobes and major ligaments of the liver, the anatomy of the gallbladder, the anatomy of the pancreas and its associated ducts, and their position relative to the intestines.
Description of the joints and muscles of respiration (accessory and intercostal muscles and thoracic joints, i.e. components of the sternum, ribs and costal cartilage articulations) and examine their contribution to the mechanism of breathing.
Description of the major features of the external nose, the nasal cavity, the pharynx, the larynx and the trachea.
Description of the major features of the diaphragm, pleural layers and the lungs (lobes and fissures of the right and left lungs; bronchi, bronchioles, alveoli; surface landmarks).
Identify and describe the course and role of the phrenic nerve in maintaining normal breathing.
Description of the main differences between the male and female urinary systems.
Description of the position of the kidneys and adrenal glands in relation to adjacent structures.
Description of the external and internal structure of the kidney and the relationship to the associated structures.
Description of the position of the bladder relative to associated structures in males and females (including during pregnancy).
Differences between the male and female reproductive systems (organs, glands, external genitalia and pelvic characteristics).
Description of the anatomy of the pelvic diaphragm and perineum and their relationship to the neurovascular structures that supply these regions in males and females.
Structure and composition of the breast.
Identify the major endocrine structures (hypothalamus, anterior and posterior lobes of the pituitary gland, pineal gland thyroid gland and parathyroid glands, thymus, adrenal gland, pancreas, gonads, skin, heart, kidneys, gastrointestinal tract).
Description of the position of the heart in the mediastinum relative to the associated structures.
Description of the atrial and ventricular chambers of the heart (macroscopic and functional features), the specialized conduction network, and the fibrous and serous layers of the pericardium; structure and location of the valves of the heart.
Description of the origin, course and main branches of the left and right coronary arteries and describe their location relative to the heart and the general area of the heart that they supply.
Structure of arteries, veins and capillaries.
Description of the structures of the pulmonary and systematic circulation.
Description of the course and important relationships of the major arteries and veins of the trunk, with emphasis on the aorta, superior vena cava and inferior vena cava, their major branches and associated pulse points.
Description of the deep and superficial veins and outline the course of the main veins of the upper limb and lower limb.
Description of the blood supply and venous drainage of the brain and its association to the great vessels of the heart and neck.
Description of the hepatic portal‐venous system.
Description of the drainage of lymph throughout the body.
Description of the primary (bone marrow & thymus) and secondary lymphoid (lymph nodes, spleen, tonsils and appendix) organs and tissues of the lymphatic system.
Prerequisites for admission
Students must have got a basic knowledge of Cytology, Histology and Cellular Biology.
To take the oral exam, the student must have passed the exam of Histology and Microscopic Anatomy.
The course of anatomy takes place in a 6-year-degree course and it is organized in three semesters. Two semesters take place in the first academic year, the third in the second academic year.
- Lectures on concepts, anatomical organization, surface anatomy, sectional anatomy, variations. Lectures focus on a general introduction to anatomy and its terminology. A mixed topographical-systemic anatomy approach is applied to the limbs, head and neck, and to the organs of the thorax, abdomen, pelvis, and perineum (respiratory, endocrine, circulatory, gastrointestinal, and urogenital systems). Neuroanatomy is a fully developed unit.
- Use of plastic models in the anatomy class to show internal organ relationships and to allow students to repeatedly study a specimen. During these the students work in peer groups and are supported by the Anatomy teacher and by peer teaching or near-peer teaching assistants (i.e., medical students who have already passed the anatomy program, and are still in their medical school training). Although plastic models associated to low-fidelity, they teach three-dimensional comprehension and anatomical reasoning, by showing the spatial relationship of the structures, which strongly correspond to the human body.
- Video acquisitions during classic or laparoscopic surgery have been introduced to underline anatomical concepts and to transpose them into a clinical setting. Each video is followed by a discussion with the students involving surgeons, endoscopists and anatomy teacher.
- During the course, groups of students (five to eight students) are solicited to elaborate under anatomy teacher supervision a presentation on an anatomical topic relevant to lecture content and derived from an article featured in scientific literature, focused around both clinical and scientific problems and to present them as lecture to the rest of the class (i.e., power point presentation). Anatomy teacher supervised the elaboration of students' lectures, in order to provide an appropriate guidance and motivation to students on how to improve their performance (quality of the report, level and fluency of oral presentation and ability to carry out literature search).
- We have developed a dissection program that we carried out during the second semester. Students participate in small groups (three to four students) to dissection laboratory of selected animal organs (heart, kidney, lung, liver) under the supervision by fourth/fifth-year tutors, who have already passed the anatomy exam. Every dissection is preceded by a brief introduction drawn up by the tutors to get the attraction of the students on the critical anatomical features that have been given during the lectures. After this peer-teaching dissection, students performed a personal dissection on similar organs. To ensure continuity in the didactic activities, the same tutors are also involved in the exercitations on physical models.
- We have started a pilot study with a selected group of first and second-year medical students where they learn to explore and create 3D visceral organ reconstruction alongside various CT cross-sectional slices of the neck, thorax and abdomen to describe patient specific anatomy. During this pilot study, the students: 1) apply their basic anatomy knowledge to identify anatomical structures in the radiological image; 2) learn to use open-source software for imaging elaboration. Lastly, 3D scenes will be loaded in a Immersive Virtual Reality setting on an App that we have developed using head-mounted displays with tracker and coupled with a Smartphone.
- Anatomia del Gray - Le basi anatomiche per la pratica clinica - di Gray - Susan Stranding · 2017
- Trattato di Anatomia Umana e Anatomia Topografica - Anatomy Bag e Risorse Digitali su Piattaforma Virtual Campus di Anastasi et al, Ed 2019
- Lo sviluppo prenatale dell'uomo. Embriologia ad orientamento clinico (Italiano X Ed.) 2017 di Keith L. Moore, T. V. Persaud, Mark G. Torchia
- Neuroanatomia nel contesto clinico - Atlante Strutture, sezioni, sistemi e sindromi 9a Edizione americana, Autore/i Duane E. Haines, Edizione italiana a cura di Maurizio Vertemati
- Fitzgerald - Neuroanatomia con riferimenti funzionali e clinici (VII Ed), Mtui E., Gruener G., Dockery P.
- Netter Atlante di Anatomia Umana VI Ed, di Netter F.H.
Assessment methods and Criteria
During the three semesters of the Course of Anatomy, eight multiple choice tests on specific topics are submitted to the students to assess the basic knowledge and the preparation of the students on the key concepts of the different subjects.
Each multiple choice test (MCT) is based on forty questions with five possible answers for every question.
The correction of the MCT is a machine-readable and fully-automated procedure.
After each test, students receive formative feedback for their overall score (positive or negative), including a detailed breakdown of their performance.
At the end of the course:
- the student who passed all the eight multiple choice tests will be directly admitted to an oral exam including the arguments of the Course. This "major bonus" can be exploited only time during the exam dates of the corresponding academic year. If the student fails in the oral exam, he/she should attend a new MCT including all the arguments of the program Course
- the student who have not passed only one MCT should attend a new MCT including the arguments related to the failed test. This "minor bonus" can be exploited only time during the exam dates of the corresponding academic year, even in the case of a period of multiple exam session.
- the student who have not passed two (or more) MCT should attend a new MCT including all the arguments of the program Course to be admitted to the oral exam.
- it consists of an oral interview on the whole program. The oral exam must be carried out at the same time of the session in which the preliminary written test is taken.