Module MSE-3009:
Applied Anatomy

Module Facts

Run by School of Medical Sciences

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Ms Vivien Shaw

Overall aims and purpose

This module builds on the previous year to develop an understanding of how normal anatomy can be used to explain the functioning of the human mind as well as the body.

Students will study the anatomy of the brain, adding to their existing knowledge of the the body. This will allow them to explain how the body and mind are integrated. There is an emphasis on how the structure of the brain relates to its function, and the relationship between the brain, the senses, and human experience. The module also develop the ability to see our own species in broader contexts over time, and across species, through learning the basic principles of evolution, comparative anatomy, and human embryology.

In semester two students revise and expand on their anatomical knowledge by studying imaging techniques for different body regions. This offers the opportunity to integrate anatomical knowledge gained in the previous year with specific diseases. Many of these teaching sessions are enhanced by visiting lecturers who bring their clinical expertise to integrate the anatomical knowledge gained with examples of clinical practice.

Course content

Semester 1 focuses on neuroanatomy. Students also learn the fundamental concepts of embryology, evolution, and comparative anatomy. There are some practical sessions in the anatomy laboratory looking at brains. There are also guest lecturers who deliver lectures on their specialisms to give a clinical perspective on the teaching.

Semester 2 focuses on different imaging modalities used to visualise the body in both health and disease. There is an emphasis on imaging of both normal anatomy and clinical conditions. There are also guest lecturers who deliver lectures on their specialisms to give a clinical perspective on the teaching.

Assessment Criteria


Category D (40%-49%):

Basic factual information, only based on teaching notes, generally accurate but with some errors or gaps.

The difference between the marks reflects the knowledge gaps and the weaknesses of the argument.

C- to C+

Category C (50%-59%):

Students have a reasonably comprehensive coverage, indicating generally accurate understanding, based on lecture material and some core readings.


Category B (60%-69%):

Students show comprehensive and accurate coverage, showing good use of teaching material and core readings. They are able to demonstrate good knowledge of human anatomy and the structures that make up the body. Material is largely based on the module content.


Category A (70%-100%):

Students demonstrate sophisticated knowledge of human anatomy and the structures that make up the body. Very comprehensive and accurate coverage, indicating that the student has gone beyond the core readings and explored the topic in depth.

Evidence of wider reading & critical thinking is required for A+ and A* marks.

Learning outcomes

  1. Demonstrate an advanced understanding of anatomy of the human body

  2. Demonstrate the ability to identify anatomical landmarks and their corresponding underlying structures.

  3. Demonstrate the ability to recognise neuroanatomical structures in cadaveric material

  4. Demonstrate an understanding of the use of different imaging modalities in demonstrating anatomical structures within appropriate regions

  5. Demonstrate the ability to synthesise information from different sources to discuss the function of the body in health and disease

Assessment Methods

Type Name Description Weight


EXAM Short answer questions 25

Teaching and Learning Strategy

Private study 150
Lecture 40
Practical classes and workshops 10

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others


Talis Reading list

Reading list

Gray's Anatomy for Students