Autonomy of judgment: at the end of the course, the student will have the ability to integrate their anatomical knowledge, managing its complexity, with the data of physiology, pathophysiology and physical and instrumental semeiotics. The student will be able to make judgments on anatomical alterations and their implication in the main physiopathological processes that lead to the most common pathological states, reflecting on the socio-economic and ethical dimensions related to them; will have to refer to the knowledge of anatomy in the execution of the maneuvers of physical semeiotica and in the interpretation of the instrumental semeiotica data. Communication skills: at the end of the course the student will have the ability to describe and explain (both oral and written) the normal morphology and structure of the human body also knowing how to effectively use the communicative tools of scientific publications and communications. Learning skills: at the end of the course, the student will have acquired the ability to update autonomously on the contents of human anatomy, using the methods of updating typical of scientific investigation in the biomedical field.

For a profitable study of the subject and for an adequate understanding of the teaching materials, it is noted as a prerequisite: notions of cell biology, physics, chemistry, histology and human embryology, human anatomy.

definition of topography and anatomical relationships, terminology, head and neck area

slides and 3D software, gross anatomy

topography head area, oral cavity, Temper-mandibular fossae joint, lateral cranial pits, minor muscles, chewing muscles, mouth floor, neck triangles, neck bands, spraying and innervation area head and neck

The teaching will be divided into lectures, with the integration of some lessons broadcast online/ streaming or provided as video tutorials recorded, with a good number of practical exercises. The lessons aim to emphasize anatomical concepts and principles, leaving aside the notional aspect and the accumulation of details. The exposure of scientific problems, of study techniques in biomedical research of morphological type structural and ultrastructural contributes to judgment, the development of communication skills, the development of problem-solving skills and the development of learning skills to be generalized to different contexts. Frontal lectures contain a clinical trigger related to the anatomical topic and can also be conducted in co-presence with fellow medical practitioners and surgeons.Several practical exercises are carried out in small groups of students in order to actively involve them in problem solving; traditional skeletons, models and anatomical dummies are used for these, as well as digital imaging techniques thanks to the use of particular devices that can directly correlate dissection images with 3D images of radiology, computed axial tomography and 3D imaging of X-ray.Some dissections or proscriptions with the use of the corpse may be provided for. There are also sessions of practice with the use of optical microscopes, in order to make students practice the diagnosis of microscopic organ.
Modern pedagogical technologies will also be used, such as problem-based learning techniques, problem oriented learning, visual thinking strategy, the methodology of flipped classroom,body painting techniques, modern interactive digital and multimedia technologies, 3-D printing technologies, engineering modelling, gamification techniques, and other innovative methodologies, which will have the task of:
Actively involve students and stimulate them to elaboration and deep learning (deep learning), for a deeper understanding and a better use of knowledge Stimulate students to interact with each other (collaborative learning), because these interactions can positively influence learning;
Place students in a professional context and subject them to problem-solving from multiple perspectives, to stimulate knowledge transfer and reflective learning (reflective learning);
Stimulate students to be aware of their previous knowledge and motivated a migliorare il loro processo di apprendimento (continuing independent learning).

Students could be use the powerpoint presentation ( ex cattedra lessons) by the access on moodle/Teams platform

Oral exam. Evaluation for approval. To obtain the approval it is necessary to recognize the structures and have a GOOD knowledge of topographic anatomy exposing the topics clearly through an appropriate medical-scientific language

This teaching contributes to the achievement of the UN objectives of the 2030 Agenda for Sustainable Development