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Courses Offered Through 11 Months

• PHYT 7103 Differential Diagnosis and its Anatomical Implication (Online – Spring)
• PHYT 7202 Diagnostic Imaging in Clinical Anatomy ( Online – Summer)
• PHYT 7301 Clinical Anatomy for Anatomy Certification program (Online – Fall)
• PHYT 7304 Clinical Neuroanatomy for Anatomy Certification (Online – Spring)
• PHYT 7308 Clinical Anatomy and Neuroanatomy Lab (Hands on-full cadaver dissection: third week in May)

Clinical Anatomy for the Certification ProgramÌýPHYT 7301Ìý(3 credits)ÌýFALL
Clinical anatomy covers the major structures of the back/ limbs followed by the head/ neck, thorax and abdomen, including pathophysiology, diagnostic imaging, and follows with clinical case scenarios. There is an emphasis on arthrology, histology, osteology, and gross neuromuscular and vascular anatomy of the superficial and deep thoracic and lumbar region, cervical region, upper limb, and lower limb. Emphasis is on general relationships between structures and applied anatomy relevant to the healthcare professions. There is an emphasis on study of the spine, abdominal and pelvic viscera, posterior abdominal wall, thorax, the lungs and heart, neck, head and face, and the cranial cavity and contents. An emphasis on general relationships between structures and applied anatomy relevant to the practice of physical therapy is emphasized as well as to teaching anatomy in health disciplines.Ìý

Books
1.Gilroy A. MacPherson B. Wikenheiser J.ÌýAtlas of Anatomy, General Anatomy and Musculoskeletal System, 4^thÌý±ð»å¾±³Ù¾±´Ç²Ô.2020.ÌýThieme Publishers. ISBN-13: 978-1-684-20-203-4.

2. Moore KL, Agur AM, Dalley AF. Moore Essential Clinical Anatomy,Ìý6thÌý±ð»å¾±³Ù¾±´Ç²Ô.Ìý2019. Wolters Kluwer Health. ISBN: 978-1-496369659
3. Visible Body 4-D

4. Other anatomy texts the student may have

Course Objectives:ÌýUpon successful completion of this course, the student will be able to:
1. UtilizeÌýanatomical terminology and its primary features of human systems.
1.1ÌýSelectÌý²¹²Ô»åÌýutilizeÌýanatomical terms correctly orally and in writing.
1.2ÌýOutlineÌýthe anatomy of the integumentary system.
1.3ÌýRelateÌýthe basic anatomy and function of the connective tissues.
1.4ÌýContrastÌýthe basic anatomy and function of muscle and nerve tissue.
1.5ÌýDifferentiateÌýthe embryological development of the germ layers.
1.6ÌýCompare and contrastÌýthe principle features of development of the nerve,
muscle, and skeletal systems.
1.7ÌýVerbalizeÌýthe histology of structures of the human anatomy.
2. DevelopÌýa 3-dimensional image/concept of the skeletal and muscular systems of
the body; with particular attention to the back and limbs.
2.1ÌýSpecifyÌýthe attachments of muscles.
2.2ÌýRelateÌýindividual and groups of muscle actions by the line of muscle fiber
from the skeletal attachments.
2.3ÌýDiagramÌýmuscle attachments to the skeleton, cadaver and in the living
subject.
3.ÌýVerbalizeÌýthe function of all ligaments through knowledge of specific attachments
and the line of action of ligament fibers.
4.ÌýAnalyzeÌýa 3-dimensional image/concept of the nervous system.
4.1ÌýDifferentiateÌýthe individual peripheral nerves.
4.2ÌýDetermine whichÌýnerves go to surrounding structures.
4.3ÌýIntegrateÌýmuscle innervation to functions.
4.4ÌýEvaluateÌýnerve lesions, at various levels, relate to muscle dysfunction.
4.5ÌýCompare and contrastÌýthe cutaneous innervation of dermatomes and
cutaneous innervation patterns as related to the spinal nerve.
4.6ÌýCompareÌýdermatomes, myotomes and sclerotomes of the body
5. ExplainÌýthe anatomy of the peripheral nervous plexii.
5.1ÌýDiagram, label and relateÌýmuscle to nerve and spinal cord segment of
origin of the brachial and lumbosacral plexii.
5.2ÌýRelateÌýspinal cord segments to individual muscle innervations.
5.3ÌýIntegrateÌýpre-axial, post-axial determination of innervation and functional
applications
6. Explain and outlineÌýthe anatomy of the arterio-venous circulatory system.
6.1ÌýRelateÌýthe systemic vascular supply to its origin from the heart.
6.2ÌýSelectÌýthe major vessels to the limbs.
6.3ÌýIntegrateÌýanatomical route of vessels relative to regional anatomy,
landmarks and clinical significance of anastomoses.
6.4ÌýRelateÌýthe systemic vascular supply to the heart.
6.5ÌýSpecifyÌýthe major vessels of the head, neck, thorax, abdomen and pelvis.
6.6ÌýIntegrateÌýanatomical route of vessels relative to regional anatomy,
landmarks and clinical significance of anastomosis
6.7ÌýRelateÌýanatomy of the heart to its blood supply.
6.8ÌýRelateÌýthe anatomy of the great vessels at the root of the neck.
6.9ÌýDistinguishÌýthe major vasculature of the abdomino-pelvic cavity
6.10ÌýRelateÌýneuro-vascular components of regions of the neck and face
7.0 ExplainÌýembryology of the heart andÌýrelateÌýthis development to possible
congenital abnormalities
8.0 VerbalizeÌýthe anatomy of the abdomino-pelvic cavity.
8.1ÌýOutlineÌýthe muscles and their innervation of the anterolateral abdominal
wall, respiratory and pelvic diaphragms, and the posterior abdominal wall.
8.2ÌýCompare and contrastÌýthe relationships and orientation of the
abdominal and pelvic viscera.
8.3ÌýRelateÌýconcepts of retro-and intra-peritoneal viscera and the mesentery.
9.0 DiagramÌýthe anatomy of the head and neck.
9.1ÌýDifferentiateÌýthe major bones, foramina and landmarks of the skull.
9.2ÌýContrastÌýmuscles of the neck, and those of facial expressions and
mastication.
10.0 InvestigateÌýanatomy to clinical scenarios
10.1ÌýExplainÌýdysfunction or abnormalities that occur with an injury to a muscle or
nerve

Clinical Neuroanatomy for Anatomy CertificationÌýPHYT 7304Ìý(3 credits)ÌýSPRING
Clinical Neuroanatomy covers information related to function of the human peripheral and central nervous system. Particular attention is given to neuroscience, neuro-embryology, sectional anatomy of the brain, brainstem, spinal cord and the related neural pathways for the motor and somatosensory systems. Emphasis is on general relationships between structures and applied anatomy relevant to the healthcare professions. Clinical case scenarios and various teaching methods will be incorporated into this class.

Course Objectives:ÌýUpon successful completion of this course, the student will be able to:
1.ÌýRelateÌýanatomical terminology of the nervous system, communicating proper use of terms in a clinical context.
2.ÌýDevelopÌýa 3-dimensional image/concept of the nervous system, contrasting the anatomy of the brain, brainstem and spinal cord.
3.ÌýExplainÌýspinal cord anatomy, including describing the general organization of gray and white matter as well as the concept of long tract systems of the spinal cord, and discussing the sensory and motor pathways.
4.ÌýRelateÌýselected lesions of the nervous system to clinical signs and symptoms by discussing the results of lesions to selected areas of the brain, brainstem, and spinal cord.
5.ÌýExplainÌýthe basic anatomy and circuitry of the cerebellum, describing the connections of efferent and afferent connections as related to the results of cerebellar lesion clinical signs and symptoms.
6.ÌýDiscussÌýthe basal ganglia and the extrapyramidal system, describing the anatomical substrate and functional aspect of the systems and relating the results of clinical lesion signs and symptoms.
7.ÌýExplainÌýthe neural substrates for pain, discussing the sensory receptors, sensory pathways and termination for pain perception related to the neural connections and clinical aspects of mechanisms for pain control.

Books:
1. Neuroscience 6th Edition (2022) by Laurie Lundy-Ekman PhD PT, Publisher: ‎Saunders; 6th edition (June 15, 2022) (ISBN-13: ‎978-0323792677)
2. 7th edition of Goodman and Snyder Differential Diagnosis for Physical Therapists (ISBN -13: 978-0323722049)
3. various online neuroscience and/or neuroanatomy resources

OPTIONL Available through McGraw Hill/FA Davis Access PT online offered through ĵµ¤Ö±²¥

Differential Diagnosis and Its Anatomical ImplicationÌýPHYT 7103Ìý(1 Credit)ÌýSPRING
This course will utilize basic concepts taught in anatomy to assist the learner in differentiating and identifying cutaneous, somatic, visceral, neurogenic, referred and low back pain by identifying red flags, and examining systemic illness.

Course Objectives:ÌýUpon successful completion of this course, the student will be able to:
1.ÌýDifferentiateÌýthe types of serious sources of low back pain.
2.ÌýVisualizeÌýthe process and the clinical uses of several heuristics for differential screening.
3.ÌýExplainÌýthe types of patient data that falls under the category of symptom investigation, including red flag information requiring physician contact and risk factors that require monitoring during patient management.
4.ÌýValueÌýthe role and responsibilities of differential diagnosis in patient management.
5.ÌýHypothesizeÌýsigns and symptoms associated with medical disorders that may result in patient pain syndromes.
6.ÌýEvaluateÌýdata from examination to make clinical judgments in the diagnosis and management of the patient.
7.ÌýBuildÌýuseful knowledge needed for comprehensive history taking and physical examination for differentiation of chest and abdominal pain disorders.
8.ÌýDifferentiateÌýwhen abdominal pain or chest pain is musculoskeletal versus visceral in nature.
9.ÌýEvaluateÌýrisk factors relevant to medical screening and for monitoring and modifying in the screening process.
10.ÌýDetermineÌýconstitutional symptoms that suggest systemic illness.
11.ÌýConductÌýa systems’ review and frame questions to obtain maximal patient cooperation in the process.
12.ÌýDifferentiateÌývascular versus neurogenic back pain.
13.ÌýFormulateÌýthe key areas of questioning/information gathering required for assessment of patient’s pain.
14.ÌýJustifyÌýthe most likely source of pain (i.e., cutaneous, somatic, visceral, neurogenic, or referred), given a description of a patient’s pain.
15.ÌýConstructÌýa body diagram of referred pain and hypotheses as to the sources of the pain.
16.ÌýValidateÌýsigns and symptoms of psychological disorders that may affect a patient’s response to pain and the tools used in this process.
17.ÌýAssemble & UtilizeÌýknowledge of regional screening conditions and useful tests to differentiate atypical conditions from typical musculoskeletal conditions.
18.ÌýIllustrateÌýa neurological screening exam to detect limb pain and neuropathy, to include cranial nerves and peripheral nerve integrity.
19.ÌýSimulateÌýan upper and lower quarter screening examination.
20.ÌýDifferentiateÌýserious red flags that require immediate physician referral and consultation.
21.ÌýDevelopÌýeffective approaches to hip/pelvic/groin, neck/back, shoulder/upper back, and chest/breast screenings based on the work of Goodman and Heick..

Book: Differential Diagnosis in Physical Therapy, 6th edition by Goodman. 2018.ÌýISBN 13: 9780323478496

Diagnostic Imaging in Clinical AnatomyÌýPHYT 7202Ìý(2 credits): SUMMER
Course Description:ÌýDiagnostic Imaging will be taught online through use of different radiological images, including Clinical diagnostic imaging includes radiology, MRI, diagnostic ultrasound, CT scan, etc.Ìý

Course objectives:ÌýBy the end of the course, the student will be able to:Ìý
1.ÌýAppraiseÌýmultiple forms of diagnostic imaging (Radiographs, CT scans, Diagnostic Ultrasound, MRI, etc):
1.1.ÌýPositionÌýplain radiographs or other diagnostic images correctly for viewing.
1.2.ÌýIllustrateÌýkey anatomical landmarks and structures of the human body relative to systems, location, and planes of the body through radiographic imaging.
1.3.ÌýFormulateÌýan enhanced working vocabulary of diagnostic and musculoskeletal imaging terminology.
1.4.ÌýCompare and contrastÌýnormal and abnormal features on the radiograph/diagnostic images, including, but not limited to bony abnormalities and fractures.
1.5.ÌýAnalyzeÌýthe radiograph/image in terms of view and anatomical area being studied.
1.6.ÌýDistinguishÌýsigns, symptoms, and imaging appearances of a broad spectrum of musculoskeletal and non-musculoskeletal pathology.
1.7.ÌýAssessÌýthe validity of various forms of imaging based on evidence-based criteria.
2.ÌýUtilizeÌýthe information to be gained using the various imaging techniques.
2.1.ÌýExamineÌýthe specific purposes for using different imaging techniques, including radiographs, MRI, CT scan, Diagnostic Ultrasound, and bone scans.
2.2.ÌýCompare and contrastÌýthe advantages and disadvantages of each technique.
2.3.ÌýFormulateÌýfactors considered to determine the correct choice of imaging techniques.
2.4ÌýEngageÌýin the diagnostic process to establish differential diagnosis utilizing imaging and determine its relevance to clinical decision-making.
2.5ÌýMentorÌýpeers on musculoskeletal imaging according to the principles of evidence-based practice.
2.6ÌýUtilizeÌýimaging to enhance differential diagnosis and clinical decision-making plan
2.7ÌýFormulateÌýconcerns of diagnostic imaging as related to diagnosis and health of the individual.
2.8ÌýInvestigateÌýa Dexascan and its evaluation of skeletal integrity

BOOKS:
McKinnis, LN.ÌýFundamentals of Musculoskeletal Imaging,Ìý5^thÌý±ð»å¾±³Ù¾±´Ç²Ô.Ìý(2020). FA Davis.ÌýISBN-13: 9780803676022Ìý(available online through ĵµ¤Ö±²¥)

Clinical Anatomy and Neuroanatomy LaboratoryÌýPHYT 7308Ìý(3 credit) MAY
This course is the culmination of the certificate program and incorporates a 5-day, onsite, hands-on lab component to include cadaveric dissection, regulations of the anatomy lab and teaching ideas.

I. Clinical Anatomy Laboratory (28 hrs-2 credit)
Objectives:ÌýBy the end of the course, the student should be able to:

1.ÌýAnalyzeÌýthe anatomical features of articular cartilage, bone, ligaments, muscle,
tendons and neural tissue in the upper extremity, lower extremity and spine.
4.ÌýExamineÌýthe musculoskeletal anatomical variations between individuals and its implications on clinical practice.
5.ÌýCorrelateÌýsurgical conditions utilizing cadaveric dissection to clinical practice.
6.ÌýIntegrateÌýcadaveric dissections of the heart, lungs, diaphragm, and GI tract into clinical case scenarios, differential diagnosis and treatment.
7.ÌýEvaluateÌýthe effects of aging and selected disease processes on musculoskeletal tissues.
8.ÌýInvestigateÌýspecific insertions, actions, nerve supply and vascular supply of muscles of the upper extremity, lower extremity and spine and it effect on movement.
9.ÌýVerbalizeÌýlab preparation/ handling of specimens and the requirements for implementing/sustaining a human anatomy cadaver laboratory.
10.ÌýDevelop and performÌýdissection skills appropriate for teaching cadaveric
dissection combined with utilization of diagnostic images/diagnostic ultrasound/and dry needling application.
11.ÌýConstruct and performÌýa teaching project to incorporate evidence-based
anatomical knowledge and cadaveric dissection.
12.ÌýContrast and compareÌýanatomical findings with differential diagnosis utilizing
dissection of organs with evidence-based practice.

II.ÌýNeuroanatomy Laboratory (20 hr-1 Credit)
1.ÌýActively teachÌý anatomical structures of the neuro system to other students
2.ÌýPerform DissectionÌýof human cadaver combined with diagnostic images of areas of the brain and spinal cord

BOOKS:ÌýPrevious anatomy books used inÌýPHYT 7301Ìý²¹²Ô»åÌýPHYT 7304Ìýwill be used.

A strong science foundation and a minimum of a Bachelor’s degree is required, as well as a professional and/or graduate degree for admission to the program.

• 1 letter of recommendationÌý – from a supervisor or academic professor
• Resume
• Personal Statement – explaining why you want to complete this program
• (choose the Non-Employee Background option)
• Ethics Statement

The purpose of this certificate is to meet the shortage of qualified professionals to teach human anatomy. This certificate will prepare individuals to teach gross anatomy in a variety of health professions including physical therapy, occupational therapy, Physician Assistants, speech and language pathology, nursing, medicine, respiratory therapy, radiological sciences, dentistry, optometry, podiatry, dietetics, athletic training, exercise physiology/sport sciences, and chiropractic.

“As a PT veteran (25+ years) & an amateur anatomy instructor (4+ years), I found this program to be the perfect professional development course. Marsha is awesome and the environment is super conducive to learning.” -Melissa C, Class of 2023

“This was a wonderful educational experience designed for the working professional. It included lots of helpful information in a flexible format which built up to an in-person experience in the lab.” -Melodie K, Class of 2023

“I am so blessed to have been a part of this anatomy certificate program. I am walking away with an immense amount of knowledge and a refreshed love for anatomy.” -Tiffany F, Class of 2023

“The Gould Graduate Certificate in Human Anatomy at Hardin-Simmons University has been a transformative program for me as a young faculty member. I have gained a trove of creative and effective methods for teaching anatomy to my students, and I have gained confidence in my ability to lead my students through dissection. Dr. Rutland and her team are incredible educators, humble, deeply knowledgeable, and very encouraging and thoughtful.” -Hugo K, Class of 2023

“I have been using my newfound knowledge that I learned every week! Looking back, I found the program to be very helpful.” -J.S., Class of 2021

“Great way for non-traditional PhD anatomists to expand anatomy skills.”

“I highly recommend the Anatomy Certification Program to clinicians and academics alike. You will be intellectually stimulated and stretched in a welcoming, non-punitive environment.” – Ken W.

“The ĵµ¤Ö±²¥ Anatomy Certification Program helped me to get into the frame of mind of the teacher, to help take what I knew of anatomy and present it to a learner in a way that was beneficial to both teacher and student. It has helped me to adjust my teaching Ìýto help increase student retention and clinical application.” – Seth M., ’21

“I’ve already used at least five teaching methods that I learned in the anatomy course taught by Dr. Rutland and it’s not even the end of week three of class. I feel a lot more confident in reviewing radiographs with students thanks to the diagnostic imaging course as well. This program was invaluable is providing me with teaching ideas that my students can remember and apply clinically in a more meaningful way. Connecting with and learning from other professionals, PT, PA, and MD was also an amazing experience that I otherwise would not have had outside of this program.” – Lara D., ’21

“The certification program is highly-informative and user-friendly. The program is very challenging and I found it to be a great way to enhance and fortify my anatomy knowledge. The faculty are extremely knowledgeable, caring, and supportive. All of the classes were indeed helpful; however, the dissection class was by far one of the most educational experiences I could have hoped for. This program, without a doubt, was well worth every minute of my time.” – Darryn W., ’21

“The Certification in Clinical Anatomy at ĵµ¤Ö±²¥ was a great experience and I am very happy to have taken it. As an anatomy professor in a DPT program without a PhD degree in anatomy (and no current desire/time to go that route), taking this course was a fantastic option. Major components of musculoskeletal anatomy and neuroanatomy felt like the major themes I am coming away from the course with, but inclusion of diagnostic imaging and differential diagnosis also seemed to round out the certificate program well. The faculty are extremely passionate about helping us improve our knowledge base to impact our students well. The program definitely felt geared towards PTs in academia but there were others in the class who clearly gained a lot from the program. I’ve implemented many things into my courses that I learned during this program. Would highly recommend!” – AJP, ’21