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Human Anatomy and Physiology I

Code 11050
Year 3
Semester S1
ECTS Credits 6
Workload PL(30H)/T(30H)
Scientific area Bioengenharia
Entry requirements Not applicable
Learning outcomes Provide students with a better knowledge of skeletal, cardiac and respiratory systems, through an integrated approach to anatomy, physiology, histology and biochemistry of these systems.
At the end of the course the student should be able to describe all the organs and structures associated to each system and recognize the anatomical and functional relationships between them, to understand the factors associated with its normal functioning mechanisms and functional aspects relate to the anatomical features and histological. Students should also be able to resolve problems associated with operating and morphology of these systems, showing the ability to apply knowledge to practice. In terms of attitudes, should have developed the ability to work in teams in problem solving and knowledge acquisition.
Syllabus LOCOMOTOR: Integumentary System, Skeletal System (Bones and Bone tissue, gross anatomy); Joints and movement; Muscular System (histology, physiology and general anatomy).
Cardio-circulatory AND RESPIRATORY: FUNCTION and HEART ANATOMY, HISTOLOGY and ELECTRICAL HEART; Classroom Practice - Anatomical Models - Heart Fresh, Practical Class - ECG - Contact with electrocardiograph - How it works? Analysis of the electrodes and performing an ECG, for example, regulation of the heart. VESSELS; Classroom Practice - Measurement of Blood Pressure and Pulse. Physiology and control of movements RESPIRATORY anatomy and physiology.
VanPutte, C., Regan, J., & Russo, A. (2019). Anatomia e Fisiologia de Seeley - 10a Edição. McGraw-Hill Education.
MOORE, K. L., DALLEY, A. F. Anatomia orientada para a clínica,9ª edition (2022). Rio de Janeiro, Guanabara Koogan SA.

- Guyton, A. & Hall, J. (2020). Textbook of Medical Physiology. 14th Edition. Philadelphia, Saunders/Elsevier.
- Norman RI and Lodwick D (1999): Medical Cell Biology. 1st edition. Edinburgh, Churchill Livingstone.
Teaching Methodologies and Assessment Criteria The fulfillment of the new goals of the Bologna process implies an adaptation of curricular contents in order to respond to the needs of society in order to be able to count on the most capable and qualified human resources in an increasingly demanding job market. For this, it was necessary, in view of the guidelines contained in the Bologna process, to clearly define the learning outcomes for this UC. The pedagogical methodologies in UC are diverse, varied and innovative. In a first phase in the context of the tutoring room, students discuss the objectives, explore what they know and list under the guidance of the tutor the most prominent issues to be studied. In a second phase they are in a practical context that will complete and help answer some of the issues raised. In another phase they can turn to the tutor to ask questions and finally perform the test.
Language Portuguese. Tutorial support is available in English.
Last updated on: 2024-01-03

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