Regional Anatomy II - Head, neck, dorsum and limbs


The Regional or Topographical Anatomy is an additional area of Morphological Sciences complimentary to General Human Anatomy and Descriptive Anatomy General or Systemic. While these provide the students with the fundamental building blocks for knowledge of language and anatomical terminology, as well as descriptive aspects of the various organs and systems, Regional Anatomy addresses the structure of the human body in a topographical perspective. The human body is now divided into anatomical regions that are studied by defining its limits, its different plans, relations between different structures, feeling the different textures of tissues and organs and becoming aware of the possibility of change from the "normal" that every individual and every structure can present.
The teaching of Anatomy, as we see it, will be to promote a sound knowledge of Normal Anatomy, essential in preparing the student for future learning in other curricular units of the MSc in Medicine. Only an extensive and solid background in Normal Human Anatomy, which includes the regional knowledge of anatomy, can allow students to understand issues such as Anatomy of Development, Functional Anatomy, Imaging anatomy, Ultrasound Anatomy, Endoscopic Anatomy, Pathological Anatomy and Clinical Anatomy (from both the medical and surgical areas).
This optional Course Unit is also the response to a challenge posed by students during the first semester of the first year: "looking for more"! The theoretical and practical knowledge of Normal Anatomy opened the door and will allow the study of Regional or Topographical Anatomy. The challenge of learning the Anatomy, essential to the formation of any physician, is also to accept this invitation to "learn to be more."
Considering that the key areas of learning are: cognitive, psychomotor, affective or attitudes, these are also the specific objectives of teaching and learning of the Curricular Units of Regional Anatomy:
a) In the field of knowledge:
- Identify and describe all the features of anatomical structures, as well as their relationship with neighboring structures, based on the cadaver.- Know and use the correct nomenclature of the structures that make up the systems of the human body, as well as other terminology required for their description in which students should base their technical expression as a future health professionals.
- Understand and explain the functions of the structures and systems that make up human body.

b) In the area of abilities or performance:

- Development of the dissection technique - being able to perform adequately, the set of techniques inherent to cadaveric dissection. The preparation of the body parts by careful and thorough dissection of cadaveric material is one of the objectives of the practical course. The comparison between the results obtained by dissection of the corpse and the content of descriptions of textbooks, and observation of the presence of anatomical variations is fundamental in the practical course.
- Manual dexterity - being able to properly handle the surgical tools used in dissection.
- Observation - being able to identify the various morphological structures of the normal human body in the body.
- Projection of deep structures on the surface of the human body - being able to orally describe making use of visual memory, the most important structures that
are placed deep, for every skin region.
- Integration of knowledge - being able to integrate the various anatomical structures and the relations they establish among themselves in a regional or topographical and functional perspective.
- Description - being able to describe orally the anatomical structures, using a clear, fluent, accurate and complete language, showing also the ability to perform systematization and synthesis.
- Structuring and laying out knowledge - being able to sort knowledge in well-defined descriptive schemes. similar for the various structures of the same type.
- Critical thinking - being able to disentangle the essential from the accessory and criticize the sources of knowledge, not tacitly accepting everything they read or hear.
- Autonomous Learning - being able to develop appropriate methods of individual study, the cornerstone for continuing medical education or permanent.
- Group work - being able to develop the capacity for teamwork, which is necessary to practice medicine in modern times.
- Bibliographic Research - being able to search and select the information needed for an updated discussion of a given subject, as well as for planning a dissection.
- Ability to Participate in Corporis Fabrica (annual exhibition) – developing the ability to plan and implement a project to develop a model of a three-dimensional poster or multimedia presentation in which is illustrated a simplified the result of experience in dissecting a given anatomic region.

c) With respect to attitudes and values:
- Increasing consideration for the Man - having respect for the human cadaver as a first step for respecting patients.
- Recognizing the important role played by Anatomy in the training of a doctor.
- Developing and demonstrating interest in knowing and learning.
- Developing and demonstrating scientific curiosity to stimulate interest in research.
- Taking the responsibility of the physician (and therefore the medical student) before the society.
- Tolerance - promoting intellectual flexibility, open mind to new ideas, acceptance of diversity in human nature.

General characterization





Responsible teacher

Prof. Doutor Diogo Pais


Weekly - Available soon

Total - Available soon

Teaching language





* Anatomia Geral e Dissecção Humana – J.A. Esperança Pina et al. Lidel, Edições Técnicas.
* Grant’s Dissector - Patrick W. Tank. Lippincott Williams and Wilkins.
* Anatomia Humana dos Órgãos - J.A. Esperança Pina - Lidel, Edições Técnicas.
* Anatomia Humana do Coração e Vasos - J.A. Esperança Pina - Lidel, Edições Técnicas.
* Anatomia Humana da Locomoção - J.A. Esperança Pina - Lidel, Edições Técnicas.
* Anatomia Humana da Relação - J.A. Esperança Pina - Lidel, Edições Técnicas.
* Tratado de Anatomia Topográfica - L. Testut & O. Jacob. (nas suas edições em língua francesa ou espanhola).
* Gray’s Anatomy for Students (2nd edition) – Richard L. Drake et al. Churchill Livingstone (Edições em língua inglesa ou portuguesa do Brasil).
* Anatomy in Surgery – P. Thorek, C.T. Linden and N. Swan – Springer.
* Anatomia Humana - L. Testut (A. Latarjet) (nas suas edições em língua francesa ou espanhola).
* Anatomie de I' Abdomen - C. Couinaud - G. Doin & Cie.
* Atlas de Anatomia Humana - F. Netter (nas suas edições em língua inglesa, espanhola ou portuguesa).
* Anatomia Humana (Descriptiva, Topográfica e Funcional) - H. Rouvière (A. Delmas) (nas suas edições em língua francesa ou espanhola).
* Sobotta- Atlas de Anatomia Humana - F. Paulsen - Elsevier /GEN (nas suas edições em língua portuguesa, inglesa, alemã ou espanhola).

Teaching method

To achieve the learning objectives of the Course Unit of Regional Anatomy I, the students will have to attend the lectures and practical sessions that will be complementary and will resort to different teaching techniques.

1) Theoretical Component:
The course consists of theoretical lectures (three times expected), given the universe of course, with lessons of 90 minutes duration, in which the development of issues is preceded by the presentation of the summary of the lesson, and followed by a period for clarifying doubts in class.

The lecture should have as auxiliaries of exposure: an updated iconography illustrated with appropriate media resources, leaving to the discretion of the teacher whether or not to transfer the teaching material to students.
The end of the lecture should contain a summary of the topic, addressing the most important aspects, proceeding then to answer questions submitted by students.
For each lecture, it is expected to:
 - Identify and contact the teacher;
- General objectives of the lesson;
 - Specific objectives of the lesson;
 - Summary;
 - Detailed bibliography.
The organization of the theoretical component is the responsibility of the Regent Professor – Professor Diogo Pais.

Evaluation method

Theoretical Teaching Evaluation: All theoretical teaching is monitored by questionnaires of evaluation of the theoretical knowledge, to be completed online by all students. To this end, students should access the institutional Faculty of Medical Sciences’ site, log in with their personal identification in "Students">> "Forms">> "evaluation forms of disciplines" and proceed to the filling in, which is strictly anonymous. The data handling is the responsibility of the Information of Technology Division of the Faculty of Medical Sciences, and the data analysis and feedback to teachers is the responsibility of Medical Education Department of the Faculty of Medical Sciences.

2) Practical Component:
The Practical Component is integrated in the first two teaching periods of the Theoretical Course, consisting essentially of Teaching and Learning of Regional
Anatomy through the Teaching and Practice of Human Dissection.
Parameters to be considered in the structuring of Practical Sessions,by each Faculty member, will be among others:
 a) Tutorial Education open to students’ participation.
 b) Laboratory Work with cadaveric material
 c) Work of Bibliographic Research
 d) Project Work
 e) Work of Self-Assessment of Learning

Subject matter

The syllabus of the Course Unit of Regional Anatomy I comprises the Head, Neck, Dorsum, Upper and Lower Limbs. The syllabus is presented here in general terms. The detailed summaries, including the regional subdivisions, will be presented later.
The dates and hours of classes will be defined according to overall planning of the first year of the MSc in Nova Medical School for the academic year 2020/2021 and to logistic criteria, namely the number of students enrolled in the Curricular Unit, the availability of teachers and the management of rooms.


Programs where the course is taught: