AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

The Neuroanatomy module aims to provide the student with the main concepts and information necessary for understanding the organization, morphology and function of the structures listed in the program/content.

Upon completion of the module, the student will be required to demonstrate knowledge and understanding.

TEACHING METHODS

The teaching activity planned for the course will consist of face-to-face lectures, during which, with the use of visual aids, all the topics for which knowledge is required at the time of the final assessment will be explained and discussed with students.

In accordance with Law 170/10, "New rules regarding specific learning disorders in schools," support services are available for students with Specific Learning Disorders (SLD), disabilities, or other special educational needs. These services are provided through the Disability and SLD Support Services Sector. The contact person is Professor Nicola Girtler (nicolagirtler@unige.it). Students with these needs are encouraged to contact the instructor and the School/Department's disability liaison at the beginning of the course. This will allow them to discuss and agree upon any necessary teaching adjustments that, while respecting the course objectives, accommodate their individual learning styles.

SYLLABUS/CONTENT

General organization and structural characters of the central nervous system with reference to spinal cord, brainstem, organization of sensory and motor pathways.

afferent compartment. General somatic sensitivity: the receptors and pathways of general somatic sensitivity. Specific sensitivity: the receptors for taste and the gustatory pathway.

Efferent compartment. Motor control pathways (pyramidal and extrapyramidal systems), basal ganglia (elements). Visceral nervous system: orthosympathetic and parasympathetic.

General and specific organization of the spinal and encephalic nerves with special insight into the characters of the trigeminal, facial, glossopharyngeal, vagus, and hypoglossal nerves.

RECOMMENDED READING/BIBLIOGRAPHY

Recommended Book:

Luciano Fonzi

Anatomia funzionale e clinica dello splancnocranio

Edi Ermes  • 2000

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

First semester of the first academic year

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

An oral exam is scheduled.

During the exam, the university's regulations regarding assessment methods for students with certified Specific Learning Disorders (SLD) or other special educational needs will be observed. (For example: the use of concept maps to be reviewed and approved by instructors at least one week before the exam date; additional time in the case of written exams).

ASSESSMENT METHODS

The oral exam will assess your knowledge of all topics covered in class.

You'll need to demonstrate adequate knowledge of the anatomical organs discussed during the course, both from a morphological (macroscopic description) and structural (microscopic structure) standpoint. Additionally, the exam will evaluate your communication skills, the quality of your presentation, and your correct use of specialized vocabulary.

The oral exam is considered passed with a grade of 18/30 or higher. Basic knowledge of the subject is required for the exam to be considered satisfactory.

FURTHER INFORMATION

In accordance with Law 170/10, "New rules regarding specific learning disorders in schools," support services are available for students with Specific Learning Disorders (SLD), disabilities, or other special educational needs. These services are provided through the Disability and SLD Support Services Sector. The contact person is Professor Nicola Girtler (nicolagirtler@unige.it). Students with these needs are encouraged to contact the instructor and the School/Department's disability liaison at the beginning of the course. This will allow them to discuss and agree upon any necessary teaching adjustments that, while respecting the course objectives, accommodate their individual learning styles.