Southwest Texas State University



Texas State University-San Marcos

Department of Physical Therapy

College of Health Professions

Course Number: PT 3400/5400

Course Title: Human Structure and Function

Academic Unit: Department of Physical Therapy

Instructor: Christopher Baker PT, MS, DC, DACBN, MSPT

Lecturer: Department of Physical Therapy

2nd Floor, Health Professions Building, Room ___

Office Hours: By appointment only 7:00-8:00 AM TuTH

512-245-8351 HPB 313 in the PT dept.

Email: professoragiedc@txstate.edu

Semester Offered Spring 2012

Prerequisites: None

Total Credit Hours 4 (2 hours lecture and 4 hours lab each week)

Course description:

A study of the structure and basic function of the human body with emphasis on the skeletal, muscular, and nervous systems. Course focuses on anatomy and physiology of body systems of special interest to students preparing to be health professionals. Laboratory study of the human cadaver is included.

Goals and Objectives:

Upon successful completion of this course the student will be able to:

Overall Course Objectives

3 Identify specified bony landmarks on the bones of the human skeleton.

o Palpate bony and surface landmarks on the human body.

o Demonstrate the ability to assess/interpret vital signs and reflexes.

o Demonstrate the ability to perform/interpret sensory and motor screens.

o Recall the joint type, available motion, degrees of freedom, specific joint physiological function and supportive ligamentous structures associated with each joint.

o Identify the anatomical course followed by the major nerves, arteries, and veins to the adjacent structures.

o Identify and discuss the principal anatomical structures and physiological functions of the following systems: Nervous, skeletal, cardiovascular, respiratory, digestive, urinary, reproductive, musculoskeletal

o Demonstrate an appreciation for the dynamic nervous system and its response to internal and external environmental changes.

o Demonstrate and recall the physiological function of the cellular types of the skeletal, muscular, digestive, respiratory, cardiovascular, and urinary systems

o Demonstrate effective communication skills (both verbal and written) in all classroom, interactive laboratory, and practical examination sessions.

o Gain an introductory understanding of diagnostic tests required to assess specific injuries/disorders found in the body, and are used to identify variances in physiological functional changes of the body

Specific Course Objectives

5 Introduction

▪ Appreciate normal anatomical variations between textbooks and individuals.

▪ Identify the position of anatomic neutral.

▪ Describe and identify anatomical planes of the body and its parts.

▪ Describe and identify terms of relationship and comparison.

▪ Understand and describe the basic anatomy of the neuron.

▪ Identify the different categories of the nervous system.

▪ Describe the central and peripheral nervous systems.

▪ Recognize the structural and physiological functional differences between the CNS and PNS.

▪ Understand the clinical relevance of damage to the nervous system.

▪ Identify and contrast the effects of injury to the central and peripheral nervous systems (UMN vs. LMN lesions).

▪ Define white and gray matter and relate their appearance to their physiological functional anatomy.

▪ Define nerves, ganglia, nuclei, and tracts, and the specific physiological function of each.

▪ Understand the different types and physiological function of muscle.

▪ Identify the components of skeletal muscle.

▪ Identify the factors that contribute to force production of skeletal muscle.

▪ Relate the size and shape characteristics of skeletal muscle to physiological function.

▪ Describe the basic physiology of muscle contraction.

▪ Describe the basic physiology of nerve conduction and the neuromuscular junction.

▪ Identify the major tracts of the spinal cord and the type of information conducted in each tract.

▪ Identify and describe the basic components of bone and cartilage.

6 Head

▪ Identify and name the structure and physiological function of the following on specimens and pictures:

▪ Lobes of the brain, divisions of the brainstem, cerebellum, parts of the diencephalon, vasculature

▪ Recognize the general physiological function of the whole brainstem and of each separate portion: medulla, pons, midbrain

▪ Recognize and identify sulci and gyri

▪ Associate physiological functions with the major lobes and landmarks of the brain

▪ Identify the three layers of cranial meninges on specimens and pictures

▪ Know the physiological purpose each meningeal layer serves

▪ Recognize the names and anatomy of various bleeds within the meningeal layers

▪ Identify the blood supply to the brain structures.

▪ Describe and contrast the effects of injury to the brain's blood supply.

▪ Identify the gross anatomical structures comprising the CSF system.

▪ Identify the various cellular types and their specific physiological function of the cerebrum and cerebellum.

▪ Trace the production and flow of CSF.

▪ Describe the general sensory and motor areas of the telencephalon.

▪ Describe the special sensory areas, the projection areas and the association areas of the cerebral hemispheres.

▪ Identify the specific and non-specific projection areas of the cerebral cortex in relation to the thalamic connections.

▪ Differentiate between several brain injuries and explain their immediate/long term effects.

7 Cranial Nerves

▪ Identify and name, location, and physiological function of the 12 pairs of cranial nerves on specimens and pictures.

▪ Know the categorization, entry and exit foramina of each cranial nerve.

▪ Demonstrate the ability to correctly test cranial nerves.

▪ Demonstrate the ability to interpret the results of a cranial nerve examination.

▪ Understand the physiological function of each cranial nerve and the consequences of injury thereof

8 Neck

▪ Identify and describe the bones and joints of the neck and relate their anatomic structure to physiological function.

▪ Identify and describe the musculature, innervation, attachments, and physiological actions of the neck muscles.

▪ Identify and describe the vasculature of the neck, relate it to the circulation in the heart and rest of the body.

▪ Identify and describe the anatomic neck structures involved in respiration and relate their structure and physiological function to the lungs.

▪ Determine and identify the physiological relationship of the bones, joints, muscles, vasculature, and respiratory structures of the neck to each other.

▪ Identify and understand the physiological function and identification of the endocrine glands and their role on homeostasis in the body

o Back

▪ Identify the sensory and motor components of reflex activities of the spinal cord.

▪ Identify the bones, joints, ligaments, discs, and muscles of the back and relate their structure to physiological function.

▪ Describe the attachments, actions, and innervations of the back musculature as it relates to the physiological function of the back.

▪ Identify and describe the structure and physiological function of the spinal cord (and its blood supply), spinal nerves, and meninges.

▪ Identify and describe the regional characteristics of vertebrae and relate their structure to physiological function.

▪ Describe the principal structural features of the spinal cord.

▪ Describe the components of a typical spinal nerve.

▪ List the distribution of the 31 pairs of spinal nerves.

▪ Relate spinal cord level with dermatomal and myotomal level

▪ Identify the ascending and descending tracts of the spinal cord in pictures and on specimens.

▪ Compare the physiological functions and anatomical relationships of the ascending tracts of the spinal cord.

▪ Differentiate between several types of spinal cord injuries and list their location and immediate/long term effects (UMN vs. LMN lesions).

9 Thorax

▪ Identify the bones, joints, and muscles of the thorax and relate their structure to physiological function.

▪ Describe the attachments, actions, and innervations of the thoracic musculature as it relates to the physiological function of the thorax.

▪ Identify the anatomy of the heart including chambers, valves, muscles, and blood vessels and relate their structure to physiological function.

▪ Describe the physiology and function of the circulation of blood to and from the heart, lungs, and the rest of the body.

▪ Understand the physiology and function of gas exchange in the blood system, and compare the differences of internal vs. external respiration.

▪ Understand and describe the relationship of the type of blood (oxygenated vs. deoxygenated) carried in the blood vessels and relate the blood type to physiological function of the structure supplied.

▪ Identify the anatomy of the lungs including surfaces, lobes, fissures, bronchi and blood vessels and relate their structure to physiological function.

▪ Relate the anatomic structure and physiological function of the thorax, heart, and lungs to each other.

▪ Identify and describe structure and physiological function of the thoracic pleura.

10 Abdomen

▪ Identify the relationship of the abdominal cavity to the thoracic and pelvic cavities.

▪ Identify the major components and physiological functions of the abdominal cavity including bone, muscle, ligament, viscera, fascia, vasculature, lymphatic, and nerve supply.

▪ Relate the structure of the component parts to physiological function.

▪ Demonstrate the relationships of the component parts to each other.

▪ Recognize and demonstrate understanding of the relationship of the abdominal viscera to the regions and quadrants of the abdomen.

▪ Demonstrate an understanding of the components, location, innervation, vasculature, and physiological function of the abdominal musculature and viscera.

▪ Relate the anatomy of the abdominal cavity to clinical findings and pathology.

11 Pelvis

▪ Identify the relationship of the pelvic and perineal cavities to each other and to the abdominal cavity.

▪ Identify the major components and physiological functions of the pelvic and perineal cavities including bone, muscle, ligament, viscera, fascia, vasculature, lymphatic, and nerve supply.

▪ Relate the structure of the component parts to physiological function.

▪ Demonstrate an understanding of the relationships of the component parts to each other.

▪ Demonstrate an understanding of the components, location, innervation, vasculature, and physiological function of the pelvic/perineal musculature and viscera.

▪ Demonstrate an understanding of the male and female urinary and reproductive systems including component parts and anatomical differences between males and females.

▪ Demonstrate an understanding of the physiological relationships (similarities and differences) between the male and female perineum.

▪ Relate the anatomy of the pelvic and perineal regions to clinical findings and pathology.

12 Upper extremity and lower extremity

▪ Identify the major bony landmarks of the extremities and relate these landmarks to their clinical physiological significance.

▪ Identify the major fascias, muscles, ligaments, blood vessels, and nerves of the extremities and relate their structure to physiological function.

▪ Identify the relationships between the above structures and determine the consequences of injury to these structures.

▪ Demonstrate a basic understanding of common extremity injuries, mechanisms, and healing potential.

▪ Demonstrate the physiological function and differences of the flexor muscles as compared to the extensor muscles

Course Outline:

❑ Section 1 Introduction / Review

❑ Section 2 Head and Brain

❑ Section 3 Cranial Nerves

❑ Section 4 Back

❑ Section 5 Thoracic / Heart / Lungs

❑ Section 6 Upper Extremity

❑ Section 7 Lower Extremity

❑ Section 8 Abdomen

❑ Section 9 Pelvis

Description of Instructional Methodologies:

This course will be a combination of lecture, discussion, inquiry and cadaver dissection.

Assessment of Student Learning:

Students will be assessed on the basis of quizzes, testing of material, and attendance.

Attendance – attendance is expected due to the nature of this course. Participation is expected from all members of the class. In addition to assigned readings, students are expected to read widely and introduce their readings into class discussion.

Suggested Textbooks:

Moore, KL and AF Dalley. Clinically Oriented Anatomy, 6th Ed. Lippincott Williams & Wilkins, Philadelphia, 2010.

Netter, FH and JT Hansen. Atlas of Human Anatomy, 5th Ed. Icon Learning Systems, St. Louis, 2006.

Evaluation Criteria

Written Exam I: 12%

Written Exam II: 12%

Written Exam III: 12%

Written Cumulative Final Exam IV: 17.5%

Lab Exam I: 12%

Lab Exam II: 12%

Lab Exam Cumulative III: 17.5%

Lecture and Lab Quizzes: extra credit

Participation, Attendance and Assignments: 5%

Grades will be based on the following scale:

A 89.50- 100%

B 79.50 – 89.49%

C 69.50 – 79.49%

D 59.50 – 69.49%

F below 59.50%

Additional Course Information

Accommodations for Qualified Students with Disabilities – Please contact the class instructor as soon as possible if you are a student with a disability who will require an accommodation(s) to participate in this course, field placement, internship or residency. You will be asked to provide documentation from the Office of Disability Services. Failure to contact the class instructor and provide the necessary documentation in a timely manner may delay your accommodations. ODS is located in the LBJ Student Center, phone 245-3451.

Academic Honesty Statement – The Department of Physical Therapy commits itself to the preparation of physical therapy professionals and scholars. Such a mission demands the highest standard of academic honesty and integrity. Violations of academic honesty, including but not limited to plagiarism, collusion, deception, conflict of interest and theft, are not tolerated and can lead to severe penalties. Disciplinary actions are outlined in the Texas State Academic Honesty Statement.

Attendance Policy - Attendance at all lecture, lab, and examination sessions is expected. If you are ill or otherwise incapacitated, you are required to notify the professor prior to the beginning of class via an email or phone call. Failure to notify prior to the beginning of class will be considered an unexcused absence. Likewise, students are expected to arrive on time for class. Lateness will not be tolerated. If a student arrives after attendance is recorded the student will be not be considered in attendance that day.

Students who will miss class due to University functions must notify the professor in writing by the end of the first week of classes. Otherwise the absence may be considered an unexcused absence.

Students who miss an exam must submit documentation that is professional and legible with appropriate contact information to verify reasoning for absence in order for the absence to be considered excused. Classroom exams and activities missed due to an unexcused absence will result in a zero grade and may seriously affect a student's success in the class. There will be no make-ups for unexcused missed exams, regardless of the reason. The responsibility for the written information documenting an excused absence is the students. Missed exams must be made up within one week, otherwise, the student forfeits the makeup and will be given a zero. Quizzes missed, regardless if excused or unexcused, may not be made up.

Backpacks / Cell phones: All backpacks and cell phones must be placed at head of class during all tests. No material is allowed at test time except for pencil and erasure. NO EXCEPTIONS.

Lab Attire - Students must wear appropriate lab clothes so that their partners can practice the palpation skills covered in lab. Shorts and T-shirts are recommended. Hospital gowns and/or sports bras may be required in some instances.

For anatomy labs, goggles and closed toed shoes are required. If a student is not prepared with goggles and closed toed shoes, they may not be permitted to enter the lab, and this may be considered an unexcused absence. Long pants and long sleeved shirts are recommended.

Failure to be appropriately prepared for any lab activities may be considered an unexcused absence.

Quizzes: All quizzes have been predetermined and randomized as to when given. These quizzes may be given at any time during any class / lab period. Quizzes can not be made up. Quizzes posted on TRACS / Blackboard must be taken from a secure source. No resets will be made on any quizz, NO EXCEPTIONS. If you should begin to take a quizz and the connection is disconnected, no resets will be made. I urge you to take all on-line quizzes from a campus computer.

Tests taken in class: Absolutely no caps/hats allowed during test taking, whether class or lab.

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