SOL to complete prior to starting your programme of studies
During your first week we will be completing some group
activities to help you to get to know one another and also to start
to build the foundations of your anatomy knowledge. These exercises
will help you in your first week and will be reviewed as the
modules start. The teaching team appreciate that students will all
be coming from different learning environments, have had a range of
learning experiences gained different knowledge and that within the
group there will be students with different learning styles and
skills. This SOL package is designed to give you all a basic
understanding before you start. There are lots of resources
available to help with this, we have included at the bottom some
recommended books which will benefit you during the course. You
will need to access an anatomy text to answer these activities.
Activity 1 Anatomy
The body is made of three basic shapes of bones, Long bones,
short bones and flat bones. Can you give of examples of each
type?
Long Bones:
Short Bones:
Flat Bones:
Activity 2 Anatomy
Can you label all of the bones of the skeleton below?
Activity 3 Anatomy
There are different types of joints within the body, there are
fibrous joints and synovial joints. Synovial joints can be further
classified into categories depending upon the shape of the joint
surfaces, some of the more common categories are hinge joints, ball
and socket joints, gliding joints, saddle joints, pivot joints and
ellipsoid joints.
What does each type of joint look like? Identify an example in
the body of each?
Fibrous joint:
Synovial hinge joint:
Synovial ball and socket joint:
Synovial gliding joint:
Synovial saddle joint:
Synovial pivot joint:
Synovial ellipsoid joint:
Activity 4 Anatomy
As well as bones and joints our musculo-skeletal system is also
made up of other structures, describe each of the structures below
and consider their role within the musculo-skeletal system:
Joint capsule:
Ligaments:
Tendons:
Muscles:
Cartilage:
Activity 5 Anatomy
When we look at anatomy and movement of the body we use the
starting point / position of the body called the 'anatomical
position' What is the anatomical position?
Activity 6 Definitions
Before exploring a topic you must always be sure that you
understand the key words, terms or phrases that are used. A great
deal of confusion can arise if two people are working towards what
they consider to be the same goals but have a different
understanding of terminology. For example if a person has diabetes
it could be presumed by one person that this was type 2 and non
insulin dependent when in fact they were type1 and were insulin
dependent.
Another area where confusion is common is in the use of
acronyms. If a student told me that a person had PID I might
presume that this was pelvic inflammatory disease and would be
confused if the patient were a man who in fact had a prolapsed
intra vertebral disc. In order to avoid making mistakes it is wise
not to use acronyms.
If we are confused by those who work with us imagine how the
patient must feel. A lady was diagnosed with schizophrenia when she
responded in the affirmative to a Doctor who asked if she heard
voices; in fact the lady took his question literally and meant she
heard the voices of people who were speaking, many years later she
was diagnosed with Aspergers syndrome. On the other hand patients
can say things that we might not understand or may take out of
context. An occupational therapist was told by a lady 'I get fast
in the bath' the therapist not realising the patient meant stuck
could not see the problem.
Keep a record of words that are new to you with the meaning. If
you are not sure of a words meaning make sure that you look it up;
guessing can lead to potential error. If you write and keep your
own glossary of terms that you have not come across before or do
not understand you will find this invaluable. In the table are some
commonly used terms which you can use to start your own
glossary.
You will also find it useful to add in a description of the
context in which you first came across the word.
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Word/Term
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Meaning
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Plane of movement
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Movements of a joint can be described by their direction and
plane of movement
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Saggital plane
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Divides the body into symmetrical left and right halves
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Transverse plane:
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Frontal plane:
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Extension
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Abduction
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Adduction
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Medial rotation
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Lateral rotation:
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Supination:
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Pronation
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Activity 7 Anatomy
Describe each of these movements and demonstrate them at the
shoulder or elbow joint, what plane would each of these move
through?
Flexion:
Flexion is the movement of a joint taking the part of the body
forward from an anatomical position in the sagittal plane. An
example is shown for shoulder flexion but be aware that knee
flexion is an exception to the rule and also shown below:
Shoulder flexion
Knee flexion
Extension:
Abduction:
Adduction:
Medial rotation:
Lateral rotation:
Supination:
Pronation:
Activity 8 Self Reflection
Introduction
There are lots of occasions in life when something happens which
shapes our future development. Often we are not aware of these
events or of the significant impact that they have upon our future.
As a Physiotherapy student you will need to become aware of events
and your role in them and how you can modify your own behaviour to
make improvement in the future. All health professionals are
required to reflect, the ability to reflect on clinical practice
will be highlighted throughout the programme this activity will
encourage you to begin the reflective process.
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Think of an occasion either as a student or in the work
place when you have been made to feel uncomfortable.
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Briefly outline the incident
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How did you feel?
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How do you think the other party/ies felt?
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Is this fact or assumption?
Did you ask them how they felt or were you basing this on
how you would have felt or perhaps on information fed to you by a
third party?
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Why do you think they acted in this way?
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Is this fact or assumption?
Did you ask why they acted in this way or were you basing
this on how you would have felt or perhaps on information fed to
you by a third party?
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On reflection consider:
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If the incident really was as significant as you
initially thought or was it more or less so?
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Strategies you could put in place to prevent a similar
issue in the future.
To be able to do this you have to take some responsibility
either for the event happening or for the way in which you
reacted.
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There are two main purposes of this activity:
- to enable you to identify past experiences that you can use to
help you improve future experiences.
- to enable you to become familiar with the reflective
process
If you wish to develop this activity further obtain a text on
reflection and read in preparation for reflecting as a student.
Activity 9 Identifying the Challenges
The purpose of this activity is to encourage you to consider the
challenges that both you and other students will face at
University. It is possible that you may feel that this is difficult
particularly in identifying strategies to improve unknown
difficulties but by spending some time on this activity you will
begin to see how it is possible to improve by anticipating and
preparing for challenging events. Of course each student is an
individual with very special needs and attributes; you will though,
find that other students come up with very similar challenges to
you. There are some outline examples in the template, add in detail
and further challenges as appropriate to you.
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The Challenges
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Issues
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What are the challenges that are likely to face me as a
student?
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How do I know how/what to do to enable me to work through those
challenges?
How can I encourage others to meet the challenges?
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To develop myself and others to be confident, competent and
capable
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What do I need to know?
How can I engage in change?
How can I identify my own strengths and encourage others to
value them?
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To develop support networks to help me both academically and
socially through the student journey.
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What support might I need?
How can I best utilise this support?
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Reading List
Each module has a list of essential textbooks to which you will
make reference. Most will be available in the University Learning
Centre. It would be useful for you to do some background reading
before starting the programme.
Books to browse prior to starting are:
JohnS C Engaging Reflection in Practice: A Narrative
Approach Publisher Blackwell
Palastanga N Soames R Field D
Anatomy and Human Movement: Structure and Function (Physiotherapy
Essentials) Publisher Churchill Livingstone
Porter, S., Tidy's Physiotherapy Edition 13, Publisher
Elsevier, ISBN: 0750632119
Porter, S., Dictionary of Physiotherapy, Publisher
Elsevier, ISBN-13: 978-0-7506-8833-8
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