Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment
Course Specification
Course Specification
College/Department: College of Applied Medical Sciences / Dept. Of Physical Therapy & Health Rehabilitation
A Course Identification and General Information
1. Course title and code: Neuroanatomy RHPT 3512. Credit hours: 3 hours (2+1+0)
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Bachelor of Physical Therapy and Health Rehabilitation.4. Name of faculty member responsible for the course
Faizan Zaffar Kashoo
Email:
5. Level/year at which this course is offered: 5th level/ 3nd year
6. Pre-requisites for this course (if any) RHPT 242
7. Co-requisites for this course (if any)
8. Location if not on main campus
B Objectives
The students would acquire the following as outcomes of the course:
1. The student will gain knowledge in the principles of neuroanatomy.
2. know the structural organization of the central nervous system, including many sensory and motor systems and higher integrative centers,
3. Acquire the language essential for the identification of neuroanatomical structures and for use in clinical situations.
4. To provide a structural basis for understanding the function of the central nervous system.
5. To emphasize points of clinical relevance through use of appropriate terminology and examples.
6. To integrate neuroanatomical and clinical information in a format that will meet the educational needs
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use of IT or web based reference material, changes in content as a result of new research in the field)
1. Students will be encouraged to participate in the workshops and conferences on various aspects of neuroanatomy.
2. The models during the lectures will be used to provide visual feedback for better understanding.
3. Students will be encouraged to draw various parts of the brain and spinal cord.
4. Students will be encouraged to do the following:
a. Acquiring knowledge through the Internet, journals and verifying the other information resources.
b. Sharing the acquired knowledge with critical/lateral thinking.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)
The course includes the general layout of the nervous system, and a detailed study of anatomy of the brain and spinal cord, the ascending and descending tracts of the cord and the distribution of the cranial nerves, the vascular supply to the brain and the cerebrospinal fluid.
THEROTICAL PORTION OF SYLLABUS
Unit Number / CONTENT / WEEK / CREDIT HOURS / ACTUAL HOURSUnit 1:
Introduction And Organization Of The Nervous System / 1. Neuron And Neuroglia
2. Classification Of Nervous System
3. Terminology. / 1st and 2nd week / 2 / 2
Unit 2:
The Spinal Cord And Brain Stem And Radio Imaging Techniques / 1. Structure Of Spinal Cord
2. Ascending And Descending Tracts
3. Blood Supply
4. Meninges Of Spinal Cord
5. CT scan.
6. MRI Scan. / 3rd week and 4th week / 2+2 / 4
Unit 3:
The Cerebellum / 1. Structure Of Cerebellum
2. Connections
3. Blood Supply / 5th week / 2 / 2
1st Term Examination / 6th week
Unit 4:
Cerebrum / 1. The Structure And Functional Localization Of The Cerebral Cortex
2. Meninges Of Brain
3. Circle of willis. / 7th and 8th week / 2 / 2
Unit 5:
Reticular Formation And The Limbic System / 1. Formation Of Reticular Formation And Limbic System
2. Function Of Reticular Formation
3. Clinical Relevance / 9th week / 2 / 2
2nd Term Examination / 10th week
Unit 6:
The Basal Ganglia. / 1. Structure And Function Of Basal Ganglia
2. Connections
3. Clinical Relevance / 11th week / 2 / 2
Unit 7:
Cranial Nerves / 1. Origin And Function Of Cranial Nerves
2. Function
3. Clinical Relevance / 12th week / 2 / 2
Unit 8:
The Thalamus And Hypothalamus / 1. Structure And Connections
2. Disorders Associated With Thalamic Dysfunction / 13th week / 2 / 2
Unit 9:
The Autonomic Nervous System / 1. Structure And Formation Of Autonomic Nervous System / 14th week / 2 / 2
Unit 10:
The Ventricular System / 1. Structure Of Ventricular System Of Brain
2. Circulation Of CSF / 15th week / 2 / 2
Final Examination / 16th week
PRACTICAL PORTION OF SYLLABUS
UNIT NUMBER / CONTENT / WEEK / CREDIT HOURS / ACTUAL HOURSUnit 1:
Introduction And Organization Of The Nervous System / 1. Model demonstration of brain and spinal cord.
2. Differential between grey and white mater
3. Video dissection of brain / 1st and 2nd week / 2 / 4
Unit 2:
The Spinal Cord And Brain Stem / 1. Model Demonstration of spinal nerves
2. Vertebral column overview
3. Video dissection of spinal cord anatomy
4. Identification of structures in MRI and CT scan of spinal cord / 3rd week and 4th week / 2 / 4
Unit 3:
The Cerebellum / 1. Model demonstration of cerebellum and its important connections
2. Video dissection of cerebellum
3. Identification of structures in MRI and CT scan of cerebellum / 5th week / 1 / 2
1st Term Examination / 6th week
Unit 4:
Cerebrum / 1. Model Demonstration of important areas of cerebrum
2. Video dissection and identification of important structures.
5. Identification of structures in MRI and CT scan of cerebrum. / 7th and 8th week / 2 / 4
Unit 5:
Reticular Formation And The Limbic System / 1. Demonstration of structures involved in the formation of reticular formation and limbic system. / 9th week / 1 / 2
2nd Term Examination / 10th week
Unit 6:
The Basal Ganglia / 1. Demonstration of various structures forming basal ganglia
2. Identification of structures in MRI and CT scan of basal ganglia. / 11th week / 1 / 2
Unit 7:
Cranial Nerves / 1. Model Demonstration of cranial nerves
2. Tracing the course of important cranial nerves. / 12th week / 1 / 2
Unit 8:
The Thalamus And Hypothalamus / 1. Model Demonstration of thalamus.
2. Video dissection of thalamus and hypothalamus
6. Identification of structures in MRI and CT scan of thalamus / 13th week / 1 / 2
Unit 9:
The Autonomic Nervous System / 1. Video demonstration of origin and supply of autonomic nervous system / 14th week / 1 / 2
Unit 10:
The Ventricular System And The Blood-Brain And Blood-Cerebrospinal Fluid Barriers / 1. Model Demonstration of ventricular system of the brain.
2. Identification of important structures of ventricular system
7. Identification of structures in MRI and CT scan of ventricular system / 15th week / 1 / 2
Final Examination / 16th week / 16th week
2. Course components (total contact hours per semester): 48
Lecture: 22 / Tutorial: -- / Practical: 26 / Other: --
Three major Assignments
Students will be intimated about the topic of assignment about one week before the term examination.
3. Additional private study/learning hours expected for students per week. (This should be an average for the semester not a specific requirement in each week)
5 hours / Week
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
a. Knowledge
(i) Description of the knowledge to be acquired
1. Basic knowledge about the structure and function of CNS.
2. Recent advancements in the field of neuroanatomy.
3. Basic understanding of radio imaging techniques.
4. Importance of neuroanatomy in diagnosis and prognosis of disease.
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures using power point presentations, smart board, and illustrative schematic diagrams.
2. Videos on various topics will be shown to the students.
3. Self learning will be encouraged by active participation.
4. Students will be encouraged to draw diagrams of various important structures.
(iii) Methods of assessment of knowledge acquired
1. Written examination.
o 1st term, 2nd term and final examination.
2. Oral and practical test
3. Assignment.
b. Cognitive Skills
(i) Cognitive skills to be developed
1. Student should be able to define, describe the various structures of CNS
2. Students are able to paraphrase the topic learned.
3. Relate the significance of one topic on another.
4. Summarise the lengthy topics.
(ii) Teaching strategies to be used to develop these cognitive skills
1. Reasoning.
2. Critically analyse a definition.
3. Present ample of relevant examples during the lecture.
(iii) Methods of assessment of students cognitive skills
1. Written examination.
o 1st term, 2nd term and final examination.
2. Quiz.
3. Oral and Practical Examination.
4. Assignment.
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1. Students to develop certain team work activities in group assignments.
2. Teacher will present a problem to the group of students.
3. They should also work in harmony & ready to take up the responsibility when the need arise.
(ii) Teaching strategies to be used to develop these skills and abilities
1. Part of some lectures will be specified for group discussions. The students will be distributed into groups & once in every fortnight for discussing certain issues in the theoretical part.
2. Students will practice as groups in the lab.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1. By observing & monitoring each & every student interactions in the class room as well as in the practical lab.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Students obtain data about a topic through internet through relative ease.
2. Encourage the students to refer the text book .
3. Students will be able to locate an anatomical structure using medical terminology
(ii) Teaching strategies to be used to develop these skills
1. The students are encouraged to sum up briefly about the topics covered in each lecture at the end.
2. The students are expected to present to obtain various details about neuroanatomy through net.
3. Students will be given home work like compiling the relevant information about a given topic in neuroanatomy.
(iii) Methods of assessment of students numerical and communication skills .
1. Through oral and practical examination.
e. Psychomotor Skills (if applicable)
Description of the psychomotor skills to be developed and the level of performance required.
1. Draw diagrams relevant to the topic.
2. Demonstrate a procedure with the help of materials around him.
3. Innovate new way to explain same procedure
Teaching strategies to be used to develop these skills.
1. Model demonstration.
2. Practice during lab hours.
3. Questioning and answering during the lecture.
4. Video presentation of the topic.
Methods of assessment of student’s psychomotor skills.
1. Practical examination
2. Demonstration by student.
3. Practical demonstration.
5. Schedule of Assessment Tasks for Students During the Semester
Ist Term Exam (25%) 6th week
Assignments 5 mark
MCQ 13 marks
Oral and practical Examination 7 marks
Total 25 marks
2nd Mid-Term Exam (25%) 10th week
Assignments 5 marks
MCQ 13 marks
Oral and practical Examination 7 marks
Total 25 marks
Final Exam (50%) 16th week
Assignments 5 marks
MCQ 30 marks
Oral and practical Examination 15 marks
Total 50 marks
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week)Ø All the students are welcome during office hours as displayed on the notice board
E. Learning Resources
1. Snell’s Neuroanatomy: Richard Snell2. Atlas of Neuroanatomy: Warner, Joseph J.
4-.Electronic Materials, Web Sites etc
Resources on the Web:
Neurology exam:http://www.neuroexam.com/
Neuroradiology:
http://www.med.harvard.edu/AANLIB/home.html
The Human Brain Atlas:
https://www.msu.edu/~brains/brains/human/index.html
Neuroscience Tutorial:
http://thalamus.wustl.edu/course/
Cranial nerve pathways:
http://www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/h_n/cn/cn1/mainframe.htm
Interactive Brain Atlas:
http://www9.biostr.washington.edu/da.html
The Whole Brain Atlas
http://www.med.harvard.edu/AANLIB/home.html
Digital Anatomist Interactive Atlases
http://www9.biostr.washington.edu/da.html
Gross anatomy laboratory dissections
http://sprojects.mmi.mcgill.ca/brain/contents.htm
Coronal and horizontal sections
http://thalamus.wustl.edu/course/corhor.html
Basic somatosensory pathway (discriminative touch)
http://thalamus.wustl.edu/course/bassens.html
Somatosensory pathways from the body
http://thalamus.wustl.edu/course/body.html
Somatosensory pathways from the face
http://thalamus.wustl.edu/course/face.html
Basic motor pathways
http://thalamus.wustl.edu/course/basmot.html
Basal ganglia and cerebellum
http://thalamus.wustl.edu/course/cerebell.html
Hypothalamus and autonomic nervous system
http://thalamus.wustl.edu/course/hypoANS.html
Limbic system
http://thalamus.wustl.edu/course/limbic.html
Brodmann areas
http://spot.colorado.edu/~dubin/talks/brodmann/brodmann.html
5- Other learning material such as computer-based programs/CD, professional standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)1. Accommodation (Lecture rooms, laboratories, etc.)
Ø Lecture room suitable for 25 students.
Ø Practical lab suitable for 25 students.
2. Computing resources
Ø One computer in the classroom, and another in the lab.
Ø Projector. (In both classroom and lab)
Ø Smart board. (In both classroom and lab)
Ø Data show. (In both classroom and lab)
Ø Models
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teachinga. Asking question before, during and after each lecture
b. Provision of appraisal form to the students & to rectify changes if any
c. Exams
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
3 Processes for Improvement of Teaching
1. Attending frequent workshops
2. Efficient & effective use of teaching methods
3. Easy & illustrative examples
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)
a. Discussion of the course objectives, teaching strategies, exams, students learning abilities and achievements, with another colleague in the same field.
5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
1. Peer review of the course taught
2. Stake holder’s feedback on the course taught.
3. Keeping track of any recent advances in the field of biomechanics.
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