Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment
COURSE SPECIFICATION
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Course Specification
Institution:
Majma’ah University
College/Department:
College of Applied Medical Sciences / Dept. Of Physical
Therapy & Health Rehabilitation
A Course Identification and General Information
1. Course title and code: Neuroanatomy RHPT 351
2. Credit hours:
3 hours (2+1+0)
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Bachelor of Physical Therapy and Health Rehabilitation.
4. Name of faculty member responsible for the course
Faizan Zaffar Kashoo
Email: sady321@hotmail.com
5. Level/year at which this course is offered: 5th level/ 3nd year
6. Pre-requisites for this course (if any) RHPT 242
7. Co-requisites for this course (if any)
8. Location if not on main campus
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B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
The students would acquire the following as outcomes of the course:
1. The student will gain knowledge in the principles of neuroanatomy.
2. know the structural organization of the central nervous system, including
many sensory and motor systems and higher integrative centers,
3. Acquire the language essential for the identification of neuroanatomical
structures and for use in clinical situations.
4. To provide a structural basis for understanding the function of the central
nervous system.
5. To emphasize points of clinical relevance through use of appropriate
terminology and examples.
6. To integrate neuroanatomical and clinical information in a format that will
meet the educational needs
2. Briefly describe any plans for developing and improving the course that are being
implemented. (eg increased use of IT or web based reference material, changes in
content as a result of new research in the field)
Students will be encouraged to participate in the workshops and conferences
on various aspects of neuroanatomy.
2. The models during the lectures will be used to provide visual feedback for
better understanding.
3. Students will be encouraged to draw various parts of the brain and spinal cord.
4. Students will be encouraged to do the following:
a. Acquiring knowledge through the Internet, journals and verifying the
other information resources.
b. Sharing the acquired knowledge with critical/lateral thinking.
1.
C. Course Description (Note: General description in the form to be used for the Bulletin
or Handbook should be attached)
The course includes the general layout of the nervous system, and a detailed study of
anatomy of the brain and spinal cord, the ascending and descending tracts of the cord
and the distribution of the cranial nerves, the vascular supply to the brain and the
cerebrospinal fluid.
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THEROTICAL PORTION OF SYLLABUS
Unit Number
CONTENT
WEEK
1st and
2nd week
Unit 1:
Introduction And
Organization Of The
Nervous System
1.
2.
3.
Neuron And Neuroglia
Classification Of Nervous
System
Terminology.
Unit 2:
The Spinal Cord And Brain
Stem And Radio Imaging
Techniques
1.
Structure Of Spinal Cord
2.
3.
4.
5.
6.
Ascending And Descending
Tracts
Blood Supply
Meninges Of Spinal Cord
CT scan.
MRI Scan.
1.
2.
3.
Structure Of Cerebellum
Connections
Blood Supply
Unit 3:
The Cerebellum
1st Term Examination
Unit 4:
Cerebrum
Unit 5:
Reticular Formation And
The Limbic System
1.
2.
3.
1.
2.
3.
2nd Term Examination
Unit 6:
The Basal Ganglia.
Unit 7:
Cranial Nerves
Unit 8:
The Thalamus And
Hypothalamus
Unit 9:
The Autonomic Nervous
System
Unit 10:
The Ventricular System
1.
2.
3.
1.
2.
3.
1.
2.
1.
1.
2.
The Structure And Functional
Localization Of The Cerebral
Cortex
Meninges Of Brain
Circle of willis.
Formation Of Reticular
Formation And Limbic System
Function Of Reticular
Formation
Clinical Relevance
Structure And Function Of
Basal Ganglia
Connections
Clinical Relevance
Origin And Function Of Cranial
Nerves
Function
Clinical Relevance
Structure And Connections
Disorders Associated With
Thalamic Dysfunction
Structure And Formation Of
Autonomic Nervous System
Structure Of Ventricular
System Of Brain
Circulation Of CSF
CREDIT
HOURS
2
ACTUAL
HOURS
2
3rd week
and 4th
week
2+2
4
5th week
2
2
6th week
7th and
8th week
2
2
9th week
2
2
10th week
11th
week
2
2
12th week
2
2
13th
week
2
2
14th week
2
2
15th week
2
2
16th week
Final Examination
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PRACTICAL PORTION OF SYLLABUS
UNIT NUMBER
Unit 1:
Introduction And
Organization Of The Nervous
System
CONTENT
1.
2.
3.
Unit 2:
The Spinal Cord And Brain
Stem
1.
2.
3.
4.
Unit 3:
The Cerebellum
1.
2.
3.
1st Term Examination
Unit 4:
Cerebrum
1.
2.
5.
Unit 5:
Reticular Formation And The
Limbic System
1.
WEEK
Unit 7:
1.
ACTUAL
HOURS
4
Model demonstration of brain
and spinal cord.
Differential between grey and
white mater
Video dissection of brain
1st and
2nd week
Model Demonstration of spinal
nerves
Vertebral column overview
Video dissection of spinal cord
anatomy
Identification of structures in
MRI and CT scan of spinal cord
3rd week
and 4th
week
2
4
Model demonstration of
cerebellum and its important
connections
Video dissection of cerebellum
Identification of structures in
MRI and CT scan of cerebellum
5th week
1
2
6th week
7th and
8th week
2
4
9th week
1
2
1
2
1
2
Model Demonstration of
important areas of cerebrum
Video dissection and
identification of important
structures.
Identification of structures in
MRI and CT scan of cerebrum.
Demonstration of structures
involved in the formation of
reticular formation and limbic
system.
2nd Term Examination
Unit 6:
The Basal Ganglia
CREDIT
HOURS
2
2.
Demonstration of various
structures forming basal ganglia
Identification of structures in
MRI and CT scan of basal
ganglia.
1.
Model Demonstration of cranial
4
10th
week
11th
week
12th
Cranial Nerves
2.
Unit 8:
The Thalamus And
Hypothalamus
1.
2.
6.
Unit 9:
The Autonomic Nervous
System
Unit 10:
The Ventricular System And
The Blood-Brain And BloodCerebrospinal Fluid Barriers
1.
1.
2.
7.
nerves
Tracing the course of important
cranial nerves.
week
Model Demonstration of
thalamus.
Video dissection of thalamus
and hypothalamus
Identification of structures in
MRI and CT scan of thalamus
13th
week
1
2
Video demonstration of origin
and supply of autonomic
nervous system
Model Demonstration of
ventricular system of the brain.
Identification of important
structures of ventricular system
Identification of structures in
MRI and CT scan of ventricular
system
14th
week
1
2
15th
week
1
2
16th
week
16th
week
Final Examination
2. Course components (total contact hours per semester): 48
Lecture: 22
Tutorial: --
Practical: 26
Other: -Three major
Assignments
Students will be
intimated about
the topic of
assignment about
one week before
the term
examination.
3. Additional private study/learning hours expected for students per week. (This
should be an average for the semester not a specific requirement in each week)
5 hours / Week
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4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
a. Knowledge
(i) Description of the knowledge to be acquired
1. Basic knowledge about the structure and function of CNS.
2. Recent advancements in the field of neuroanatomy.
3. Basic understanding of radio imaging techniques.
4. Importance of neuroanatomy in diagnosis and prognosis of disease.
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures using power point presentations, smart board, and illustrative
schematic diagrams.
2. Videos on various topics will be shown to the students.
3. Self learning will be encouraged by active participation.
4. Students will be encouraged to draw diagrams of various important
structures.
(iii) Methods of assessment of knowledge acquired
1. Written examination.
o 1st term, 2nd term and final examination.
2. Oral and practical test
3. Assignment.
b. Cognitive Skills
(i) Cognitive skills to be developed
1. Student should be able to define, describe the various structures of CNS
2. Students are able to paraphrase the topic learned.
3. Relate the significance of one topic on another.
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4. Summarise the lengthy topics.
(ii) Teaching strategies to be used to develop these cognitive skills
1. Reasoning.
2. Critically analyse a definition.
3. Present ample of relevant examples during the lecture.
(iii) Methods of assessment of students cognitive skills
1. Written examination.
o 1st term, 2nd term and final examination.
2. Quiz.
3. Oral and Practical Examination.
4. Assignment.
c. Interpersonal Skills and Responsibility
(i)
Description of the interpersonal skills and capacity to carry responsibility to
be developed
1. Students to develop certain team work activities in group assignments.
2. Teacher will present a problem to the group of students.
3. They should also work in harmony & ready to take up the responsibility when
the need arise.
(ii)
Teaching strategies to be used to develop these skills and abilities
1. Part of some lectures will be specified for group discussions. The students will
be distributed into groups & once in every fortnight for discussing certain
issues in the theoretical part.
2. Students will practice as groups in the lab.
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibility
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1. By observing & monitoring each & every student interactions in the
class room as well as in the practical lab.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Students obtain data about a topic through internet through relative ease.
2. Encourage the students to refer the text book .
3. Students will be able to locate an anatomical structure using medical
terminology
(ii) Teaching strategies to be used to develop these skills
1. The students are encouraged to sum up briefly about the topics covered in
each lecture at the end.
2. The students are expected to present to obtain various details about
neuroanatomy through net.
3. Students will be given home work like compiling the relevant information
about a given topic in neuroanatomy.
(iii)
Methods of assessment of students numerical and communication skills .
1. Through oral and practical examination.
e. Psychomotor Skills (if applicable)
Description of the psychomotor skills to be developed and the level of performance
required.
1. Draw diagrams relevant to the topic.
2. Demonstrate a procedure with the help of materials around him.
3. Innovate new way to explain same procedure
Teaching strategies to be used to develop these skills.
1.
2.
3.
4.
Model demonstration.
Practice during lab hours.
Questioning and answering during the lecture.
Video presentation of the topic.
Methods of assessment of student’s psychomotor skills.
1. Practical examination
2. Demonstration by student.
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3. Practical demonstration.
5. Schedule of Assessment Tasks for Students During the Semester
Ist Term Exam
(25%) 6th week
Assignments
5 mark
MCQ
13 marks
Oral and practical Examination
7 marks
Total
25 marks
2nd Mid-Term Exam
Assignments
MCQ
Oral and practical Examination
Total
(25%) 10th week
5 marks
13 marks
7 marks
25 marks
Final Exam
Assignments
MCQ
Oral and practical Examination
Total
(50%) 16th week
5 marks
30 marks
15 marks
50 marks
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and
academic advice. (include amount of time faculty are available each week)
 All the students are welcome during office hours as displayed on the
notice board
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E. Learning Resources
1. Snell’s Neuroanatomy: Richard Snell
2. Atlas of Neuroanatomy: Warner, Joseph J.
4-.Electronic Materials, Web Sites etc
Resources on the Web:
Neurology exam:
http://www.neuroexam.com/
Neuroradiology:
http://www.med.harvard.edu/AANLIB/home.html
The Human Brain Atlas:
https://www.msu.edu/~brains/brains/human/index.html
Neuroscience Tutorial:
http://thalamus.wustl.edu/course/
Cranial nerve pathways:
http://www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/h_n/cn/cn1/mainframe.
htm
Interactive Brain Atlas:
http://www9.biostr.washington.edu/da.html
The Whole Brain Atlas
http://www.med.harvard.edu/AANLIB/home.html
Digital Anatomist Interactive Atlases
http://www9.biostr.washington.edu/da.html
Gross anatomy laboratory dissections
http://sprojects.mmi.mcgill.ca/brain/contents.htm
Coronal and horizontal sections
http://thalamus.wustl.edu/course/corhor.html
Basic somatosensory pathway (discriminative touch)
http://thalamus.wustl.edu/course/bassens.html
Somatosensory pathways from the body
http://thalamus.wustl.edu/course/body.html
Somatosensory pathways from the face
http://thalamus.wustl.edu/course/face.html
Basic motor pathways
http://thalamus.wustl.edu/course/basmot.html
Basal ganglia and cerebellum
http://thalamus.wustl.edu/course/cerebell.html
Hypothalamus and autonomic nervous system
http://thalamus.wustl.edu/course/hypoANS.html
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Limbic system
http://thalamus.wustl.edu/course/limbic.html
Brodmann areas
http://spot.colorado.edu/~dubin/talks/brodmann/brodmann.html
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)

Lecture room suitable for 25 students.

Practical lab suitable for 25 students.
2. Computing resources





One computer in the classroom, and another in the lab.
Projector. (In both classroom and lab)
Smart board. (In both classroom and lab)
Data show. (In both classroom and lab)
Models
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Asking question before, during and after each lecture
Provision of appraisal form to the students & to rectify changes if any
Exams
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
a.
b.
c.
3 Processes for Improvement of Teaching
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1. Attending frequent workshops
2. Efficient & effective use of teaching methods
3. Easy & illustrative examples
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an
independent faculty member of a sample of student work, periodic exchange and
remarking of a sample of assignments with a faculty member in another institution)
a. Discussion of the course objectives, teaching strategies, exams, students
learning abilities and achievements, with another colleague in the same field.
5. Describe the planning arrangements for periodically reviewing course effectiveness
and planning for improvement.
1. Peer review of the course taught
2. Stake holder’s feedback on the course taught.
3. Keeping track of any recent advances in the field of biomechanics.
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