Year
2024Credit points
10Campus offering
Prerequisites
BIOL121 Human Biological Science 1
Unit rationale, description and aim
Occupational Therapists require a sound understanding of human anatomy in order to assess and manage client needs. The knowledge and skills gained in this unit will form the basis to learn about occupational therapy assessment and intervention later in the course. Students will study, through practical and applied learning, the foundational anatomical and functional basis of the human body’s structure and function. This unit will develop students’ knowledge of human musculoskeletal structure and function relevant to understanding typical movement and form the foundation for analysis of occupational performance.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Identify and describe structures of the musculoskeletal system; including bones, joints, muscles, nerves and vessels. | GC1 |
| LO2 | Describe the function of major muscle groups of the upper and lower limbs, trunk, head and neck in selected activities | GC1, GC2 |
| LO3 | Using correct anatomical terminology, analyse everyday body movements by describing the joints, muscles and nerves involved, and infer functional outcomes resulting from damage or disorder | GC1, GC2, GC7 |
Australian Occupational Therapy Competency Standards (AOTCS) 2018
Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
Standard 1 - Professionalism An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment. An occupational therapist: 1.1 complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.7 collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9 identifies and manages the influence of her/his values and culture on practice | 1,2,3 |
Standard 2 - Knowledge and learning An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning. An occupational therapist: 2.1 applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.9 maintains knowledge of relevant resources and technologies | 1,2,3 |
Standard 3 - Occupational therapy process and practice An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations. An occupational therapist: 3.7 reflects on practice to inform and communicate professional reasoning and decision making | 1,2,3 |
Standard 4 - Communication Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others. An occupational therapist: 4.1 communicates openly, respectfully and effectively 4.10 seeks and responds to feedback, modifying communication and/or practice accordingly, 4.11 identifies and articulates the rationale for practice to clients and relevant others | 1,2,3 |
Content
Topics will include:
Introduction to Anatomical Terminology
- Anatomical referencing system
Structural and functional features
- Skeletal articular system
- Muscular system
- Major vascular system structures
- Surface landmarks
Regional Structure and Function
- Head, vertebral column, axial musculature and posturing
- Pelvis, Lower limb and gait
- Upper limb, hand function and grasp
Peripheral nervous system
- Overview of nervous system, neurons and peripheral nerves
- Innervation of representative muscles and regions of the body
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. Tutorials incorporate small group, collaborative learning with students engaging in activities utilising anatomy teaching tools These activities are coupled with whole group theoretical discussions of the content around each of the main body regions studied. 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. The teaching and learning approaches employed in this unit helps students to develop lifelong learning and problem-solving skills that are beneficial for successful professional practice.
Assessment strategy and rationale
This unit aims to develop student's foundational knowledge of the structures and processes relating to typical movements of the human body. Assessment 1 enables students to demonstrate their factual and conceptual understanding of foundational anatomical knowledge (LO1, LO2) and their ability to apply it to various functional activities (LO3). It also incorporates assessing their ability to communicate these concepts effectively in written communication. It allows students to gauge their own personal learning throughout the semester. Assessment 2 tasks students with locating and naming as well as effectively communicating their understanding of normal function through a spot test. Students work independently to identify, and name pinned or presented structures (LO1, LO2) and then answer a range of general and applied questions related to those items (LO3). This assessment helps students build on their foundational knowledge and challenges them to apply their understanding. Assessment task 3 is an exam comprised of multiple choice questions and extended response questions This final task allows students to demonstrate their understanding of both the foundational functional anatomy (LO1, LO2) and their ability to apply it to various functional activities (LO3), it also incorporates assessing their ability to communicate these concepts effectively in written communication.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment 1: Quiz. Summative assessment that enables students to demonstrate understanding of foundational anatomical knowledge and application to functional activities. | 25% | LO1, LO2, LO3 |
Assessment 2: Spot test. Summative assessment that enables students to identify structures and apply their understanding of foundational functional anatomy to normal presentations. | 30% | LO1, LO2, LO3 |
Assessment 3: Written Examination. Summative assessment that enables students to communicate, in writing, their understanding of foundational functional anatomy and application of their knowledge to functional activities. | 45% | LO1, LO2, LO3 |
Representative texts and references
Abrahams, P. H., Spratt, J. D., Loukas, M., & Van Schoor, A.-N. (2020). Abrahams’ and McMinn’s clinical atlas of human anatomy (8th ed.). Elsevier.
Agur, A. M. R., Dalley, A. F., & Moore, K. L. (2019). Moore’s essential clinical anatomy (6th ed). Wolters Kluwer.
Kapit, W., & Elson, L. M. (2014). The anatomy coloring book (4th ed.). Pearson Education.
Soames, R., & Palastanga, N. (2019). Anatomy and human movement : structure and function (7th ed.). Elsevier.