Introduction to Human Anatomy I

What you'll learn

These competencies summarize the course’s core academic learning goals.

• The student distinguishes structure, organ and system, and explains that anatomy begins with careful observation rather than memorising names.
• Zoom In: The Hidden Fabric of the Body
• The student adopts and describes anatomical position, and uses anterior, posterior, superior and inferior as relationships between two structures, respecting that right and left belong to the patient.
• The student separates a medical word into root, prefix and suffix when present, explains what each part contributes, and verifies the complete meaning in a reliable source before asserting it.
• The student locates the clavicle, sternum, patella and umbilicus as surface landmarks, and explains that a landmark indicates location and never a diagnosis.
• The student distinguishes anatomy from physiology, explains how a structure’s shape hints at its function and states the limit of an object comparison.
• The student uses the medial/lateral, proximal/distal and superficial/deep pairs to locate a structure, stating in each case what it is compared with.
• Four Tissue Families, Four Jobs
• The student distinguishes the sagittal, frontal and transverse planes by the portions into which they divide the body, and explains what a section can and cannot show.
• Which Tissue Belongs Here?
• The student distinguishes hazard from risk, identifies concrete hazards in a workspace, explains what protective equipment does and does not do, and applies the rule of stopping, stepping back and telling.
• The student combines the roots derm-, neur- and oste- with the suffix -itis to propose a meaning, and verifies in the glossary which combinations are real terms before using them.
• The student explains that an X-ray is a two-dimensional projection, applies the person–part–side–view verification and recognises “cannot determine” as a valid answer.
• The student rewrites a technical sentence in plain language without changing its meaning, and explains why consent, confidentiality and a qualified interpreter are part of care.
• The student describes what each of four healthcare roles does, distinguishes diagnosis, imaging, laboratory and therapy, and justifies a personal interest with one skill to strengthen.
• From Microscope to Medical Answer
• GUIDED REVIEW + WEEKLY QUIZ (NO NEW VIDEO)
• The student rebuilds the week’s learning from memory — body map, structure and function, hazards and healthcare roles — and corrects errors, explaining one correction.
• The student recalls without notes anatomical position, the directional pairs, the three planes and the orientation check, then corrects errors while explaining each correction.
• The student integrates the week: separates a term into its parts, locates four landmarks, translates two verified terms into plain language, and explains why qualified interpretation and confidentiality matter.