There will be three class meetings per week, beginning at 11 AM on Tuesday and Thursday and at 10 or/and 11 AM on Wednesdays. Lectures will emphasize the basic organizational principles in the design of human structure. The lectures will correlate, topically, with the ongoing laboratory dissections and are intended to provide a framework around which outside reading and laboratory study can be organized.


The overwhelmingly most important part of this course will be the laboratory. The laboratory will be divided into 15 subdivisions called dissections, as indicated in the course syllabus. These are logical units of laboratory work and will be divided evenly among the students. Six students will share time at each dissecting table. Students may choose their partners at a table themselves, but should do so before the first laboratory session. At each table, three dissecting teams, designated A, B and C, should be chosen. The pair of students comprising each team will be responsible for 1/3 of the dissection at each table. Each student should choose a partner for his or her dissecting team and the six students (three teams) at each table should choose a dissecting team (A, B or C) to which they want to belong. The syllabus indicates the dissection assignments for the three teams and the objectives for each dissection. Each team will be responsible for demonstrating the dissections both to the other four students at the table and to course instructors. The objectives for each dissection form the criteria for successful completion of the dissection. They also form the sole criteria for all evaluations in the course (see below).

All students will be required to wear a clean laboratory coat when attending the lab and all dissectors must wear gloves. The procurement and maintenance of coats, gloves and suitable dissection tools with be the responsibility of the students. Instructors will be present in the laboratories from 1-4 on Tuesdays and Thursdays, during regular laboratory hours. The laboratories will be available at all times via card access.


In addition to lectures and laboratory dissections, a number of other, self-instructional activities will be possible. Models and skeletal materials will be available during regular laboratory hours. Radiographs and sectional images (CAT scans, MRI) will be available in the audiovisual section of the Health Sciences Library, or on a more limited basis at the library in the Department of Radiology in Emory Hospital. The same films will be on display on the viewing boxes in the laboratories and the third floor hallways. Videotapes of teaching films will be available for viewing in the audiovisual department of the medical library. Space will also be made available for self-instructional study of surface anatomy. Most of these self-instructional activities will be available from 12-5 on Tuesdays and Thursdays, so that students on active dissecting teams might partake before scheduled labs and students on inactive teams might spend at least part of the scheduled laboratory time out of the dissecting room but still actively studying Anatomy.

One of the features available to all class members is a section for our course in the Emory World Wide Web Site. You can obtain access to all course materials and all Radiologic Anatomy materials by accessing the Human Anatomy section of the Emory World Wide Web Site ( Dr. English will demonstrate how to access these resources at the first lecture. Both he and Dr. Petersen will be available during the first week of classes to help anyone who needs it.. In addition, students will have the ability to leave messages, such as questions, comments and electronic mail requests for Human Anatomy instructors. Please learn to use this technology and check the Web often for announcements of new services we will be adding during the Semester. All course materials, transcripts, exam keys, etc. will also be available through LearnLink. However, the ability of LearnLink to permit viewing of high quality radiographic images is quite limited at this time. Thus your best bet for viewing these and any other images will be the Web.


Three forms of evaluations will be conducted to establish student competence in Anatomy. Written exams will stress principles of Anatomy, as developed in lecture and emphasized in the laboratory. Laboratory exams will be timed exams on student dissections, as well as radiographic, osteological and surface anatomy, where appropriate. They will emphasize the material covered in the laboratory dissections. Written and laboratory examination will be conducted as part of a series of joint examinations. These exams will be assembled by the first year course directors and will be administered at three times during the semester. Each exam will include questions from each of the different courses offered during the semester, in proportion to their weight in the curriculum. Thus questions from Human Anatomy are expected to comprise 25% (30 questions) of the written portion of each joint exam. An in-class review session, discussing sample exam questions, will precede each examination. A reading period, during which no classes are scheduled, is scheduled before each exam. The reading period is also contiguous with a weekend. The written exam will be given over a four hour period, in the morning. For each exam, a lab component will be given in the afternoon following the written exam, and will take 30 minutes. In Human Anatomy, the material on the exams will not be comprehensive, in the sense that each will utilize only material covered in a series of dissections. The objectives in the laboratory syllabus will form the sole criteria for written and laboratory components of the exams, i.e., no questions will be asked which are not covered in the objectives. More information can be obtained by reading Everything You Wanted to Know About Taking Human Anatomy Exams.

In addition to the exams, students will be evaluated on dissection demonstrations. At the conclusion of each dissection, the active dissecting team will demonstrate the dissection to a laboratory instructor. Demonstrations will be no longer than 10 minutes and both students in a dissecting team must participate equally. Only skeletal material and the student dissection can be used in the demonstrations. The purpose of these presentations will be to demonstrate the successful completion of the dissection. Accordingly, the dissection teams should demonstrate that they can perform the objectives which signify the completion of the dissection. Dissection teams will, of necessity, have to choose carefully how to demonstrate competence, since the 10 minute time limit will be strictly enforced. Following the 10 minute presentation there will be a five minute period for general discussion of the dissection. Scheduled instructors for demonstrations will be posted in advance on the third floor bulletin board, across the hall from the dissection rooms. The syllabus contains a table which indicates the dates on which all demonstrations will be conducted. Demonstrations will be evaluated on the basis of how well the students have met the objectives for the dissection and on the presentation of the material, and will be assigned a value of 0-6 to each member of the presenting team, with six being the highest. Each team will be required to perform five demonstrations. Since active dissection teams will be required to demonstrate dissections to the other members of their table, it is anticipated that such student-to-student demonstrations might form a means of practice and preparation for student-to-instructor demonstrations. More information about preparation for demonstrations can be obtained from TIPS FOR GIVING GREAT PRESENTATIONS IN HUMAN ANATOMY.

Final performance in the course will be evaluated in the following manner:

Laboratory Demonstrations (5 @ 6%) 30%
Comprehensive Examinations:
    Written Component (3 @ 10%) 30%
    Lab Component (3 @ 10%) 40%

Grades will be assigned in the following manner:

A = 90-100
B = 80-89
C = 70-79

Since all evaluations will be based on the course objectives, the final grade will reflect the student's performance of those objectives.