By Michael J. Blunt
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Extra resources for A New Approach to Teaching and Learning Anatomy. Objectives and Learning Activities
3) Locates and sites within the cranium, the lobes of the cerebrum, the cerebellum and the three divisions of the brain stem. 4) Identifies the intracranial parts of the cranial nerves including their ganglia, superficial origins and the divisions of the trigeminal nerve. 5) Identifies the superior orbital fissure, the optic, carotid and hypoglossal canals, the internal and external acoustic meati and the following foramina: rotundum, spinosum, ovale, lacerum, jugular, stylomastoid and magnum. 6) Names the principal structure or structures traversing the above fissures, canals and foramina.
This time, periods of alternate talking and listening can be exten ded to three minutes. At the end of this stage each person has spoken and Ustened to two others, and the moment is opportune for each member of a tutorial group of 12 or 15, in turn, to announce his name, immediately after which the two individuals who listened to him announce their names and mention something interesting that they heard him say. In moving round the circle each person's name is thus used at least five times and it may be reasonably assumed that each member of the group knows at least the first name of each other member.
These questions may be particularly useful as a means of self-testing at this early stage. • • I t will be assumed in subsequent schedules that students will provide their own sets of disarticulated bones for tutorial sessions. 1) Identifies the trochlea, capitulum, medial and lateral epicondyles, radial, coronoid and olecranon fossae of the humerus. 2) Identifies the olecranon and coronoid processes of the ulna and the trochlear and radial notches. 3) Identifies the head, neck and tuberosity of the radius.
A New Approach to Teaching and Learning Anatomy. Objectives and Learning Activities by Michael J. Blunt