Unit rationale, description and aim
Physiotherapists work with people presenting with neuromusculoskeletal disorders of the upper limb, head, neck and trunk. An in depth understanding of upper limb and head, neck and trunk anatomy and functional anatomy is essential for safe and effective physiotherapy assessment and intervention. In this unit student will be required to develop and be able to demonstrate knowledge about upper limb, head, neck and trunk anatomy of the musculoskeletal system that is relevant to clinical presentations and to the practice of physiotherapy. A comprehensive study of the structure, function, nerve and blood supply of the upper limb, head, neck and trunk, necessary for physiotherapists, will be undertaken.
The overall aim for the unit is to prepare students for future clinical units and professional practice in the area of upper limb, head, neck and trunk musculoskeletal physiotherapy.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify, classify and describe the musculoskeleta...
Learning Outcome 01
Identify and describe the formation, branches and ...
Learning Outcome 02
Identify and describe the structure and function o...
Learning Outcome 03
Analyse the muscle actions and joint movements tha...
Learning Outcome 04
Identify, classify and describe the musculoskeleta...
Learning Outcome 05
Reflect on the value and importance to their learn...
Learning Outcome 06
Content
Topics will include:
- Structure, function and movements of the joints of the upper limb
- Sternoclavicular, acromioclavicular and glenohumeral joints
- Radiohumeral and humeroulnar joints
- Radioulnar joints
- Radiocarpal and midcarpal joints
- Joints of the hand
- Form, attachments, actions and functions, and innervation of the muscles that move the shoulder, elbow, forearm, wrist and fingers
- Nerve supply to the upper limb
- Brachial plexus
- Motor and sensory distribution of nerves in the upper limb
- Peripheral and spinal nerve lesions in the upper limb
- Blood supply of the upper limb, lymphatic drainage of the upper limb
- Surface anatomy of the upper limb
- Palpation of upper limb anatomical structures of relevance to physiotherapy practice
- Functional activity
- Anatomical analysis of throwing
- Structure, function and movements of the joints of the vertebral column and head
- Intervertebral joints
- Zygopophyseal joints
- Temporomandibular joint
- Form, attachments, actions and functions, and innervation of the muscles that move the head, neck and trunk
- Lumbopelvic motion and control
- Structure, function and movements of mastication, swallowing and speech
- Nerve supply to the trunk
- Blood supply of the trunk, lymphatic drainage of the trunk
- Physiotherapy laboratory practice
- Ethical and responsible handling of human remains
- Personal protective equipment
- Safety
- Team work
- Respect of peers
Assessment strategy and rationale
The assessment strategy used allows students to progressively develop their knowledge of upper limb, head, trunk and neck musculoskeletal anatomy. The first two assessment tasks primarily focusses on knowledge acquisition and assimilation.
Assessment tasks 1 and 3 (written examinations) enable students to demonstrate acquisition, understanding and application of content presented in this unit.
Assessment tasks 2 and 4 (spot tests) enable the students to demonstrate their ability to specifically identify anatomical structures on human cadavers/ images of human cadavers, models, x-rays and surface anatomy photos aligning with the use of this content in clinical practice.
Overview of assessments
Assessment 1: Mid-Semester Written Assessment Ena...
Assessment 1: Mid-Semester Written Assessment
Enables students to demonstrate acquisition and understanding of content delivered in the first half of semester.
15%
Assessment 2: Mid-Semester spot test Enables stud...
Assessment 2: Mid-Semester spot test
Enables students to demonstrate their ability to identify structures on human cadavers, (including images of human cadavers) models, x-rays and surface anatomy photos in the first half of semester.
25%
Assessment 3: End Semester Written Assessment Ena...
Assessment 3: End Semester Written Assessment
Enables students to demonstrate acquisition and understanding of content delivered in the second half of semester.
35%
Assessment 4: End Semester spot test Enables stud...
Assessment 4: End Semester spot test
Enables students to demonstrate their ability to identify structures on human cadavers (including images of human cadavers), models, x-rays and surface anatomy photos in the second half of semester.
25%
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. Lectures allow teachers to convey necessary information so that students can gain an overall understanding and make connections between different components. Small group tutorials also provide opportunities for students to check their understanding and ask questions. Practical classes will consolidate student learning in a supported environment using anatomical resources including cadavers. In practical classes students will work collaboratively and engage in activities such problem solving to promote analysis, synthesis and evaluation of class content. Online activities at the end of each week will provide students with feedback regarding their understanding of the relevant topic. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.