This course, covering anatomy, embryology, histology, and imaging of the cardiovascular and respiratory systems, prepares students to:

• Define and discuss the structures that participate in the process of respiration
• Compare and contrast the structures situated in the chest (thorax and mediastinum)
• Describe anatomic differences of the right versus the left lung, structures in each lung, and how each lung functions
• Summarize the anatomic differences in the atria and ventricles of the heart and how these chambers contract, resulting in the opening and closing of the atrioventricular and semilunar valves
• Compare and contrast the histology of the heart, bronchi, bronchioles, and lung alveoli
• Analyze and identify anatomic structures in plain films and other imaging modalities
• Discuss the embryology of the heart and lungs, including fetal and postnatal circulation and common congenital heart malformations

Course features

• 1/2 c.u.
• Offered in spring, summer, and fall terms

Instructor

James S. White, PhD

This course, covering anatomy, embryology, histology, and imaging of the digestive system, prepares students to:

• Define the embryological basis for the formation of the gastrointestinal tract
• Define and discuss the anatomic structures that make up the digestive system, including the mouth, larynx, esophagus, stomach, small intestine, large intestine, liver, and biliary tract
• Compare and contrast the arterial blood supply and the functional and histologic differences in various parts of the gastrointestinal tract
• Analyze and identify anatomic structures in plain films and other imaging modalities

Course features

• 1/2 c.u.
• Offered in spring, summer, and fall terms

Instructor

James S. White, PhD

This course, covering anatomy, embryology, histology, and imaging of the musculoskeletal system, including the limbs, vertebral column, and back, prepares students to:

• Discuss the anatomic structures that make up the major parts of the musculoskeletal system, which are the vertebral column and back, upper limbs, and lower limbs
• Identify the blood supply, innervation, and musculature of the upper limbs, including the shoulder, elbow, wrist, and hand
• Identify the blood supply, innervation, and musculature of the lower limbs, including the hip, knee, ankle, and foot
• Define the components of the nervous system that affect the musculoskeletal system, limbs, vertebral column, and back and discuss nerve lesions
• Discuss how herniated disks, fractures of the upper and lower limbs, and impingement of nerve roots can result in musculoskeletal abnormalities
• Analyze and identify anatomic structures in plain films and other imaging modalities

Course features

• 1 c.u.
• Offered in spring, summer, and fall terms

Instructor

James S. White, PhD

This course, covering anatomy and physiology, development, histology, imaging, and molecular mechanisms of the endocrine and reproductive systems, prepares students to:

• Define the mechanisms of hormonal signaling
• Describe the anatomic relationships and gross structure of major endocrine and reproductive organs, including the hypothalamus, pituitary glands, thyroid gland, parathyroid glands, pancreas, adrenal glands, gonads, breasts, and male and female reproductive systems
• Characterize the microscopic anatomy of major endocrine and reproductive organs
• Assess the regulation of major hormonal axes and intuit pathophysiologic effects of hormonal dysregulation
• Explain the effects of significant hormones on their respective target tissues
• Trace the embryologic origins of the endocrine and reproductive organs, including the pharyngeal apparatus

Course features

• 1/2 c.u.
• Offered in spring, summer, and fall terms

Instructor

James S. White, PhD

This course, covering anatomy, embryology, histology, and imaging of the head and neck with emphasis on the cranial nerves and their distribution, prepares students to:

• Identify the major bone and cartilage components of the neck and skull and how they develop
• Describe the sources of innervation to the face, cranial nerves V and VII
• Name the cranial nerve innervations of the extraocular muscles of the eyes
• Name the major elements that make up the naso-, oro-, and laryngeal pharynx
• Name the cranial nerves involved in swallowing
• Identify the signs and symptoms of lesions of each of the cranial nerves
• Identify the structures of the head and neck on CT and plain film imaging 

Course features

• 1/2 c.u.
• Offered in spring, summer, and fall terms

Instructor
James S. White, PhD

This course, covering the anatomy, development, and cytology of the central nervous system, including a detailed examination of the functional and clinical neuroanatomy of the spinal cord, prepares students to:

• Compare and contrast the differences in how the neural tube and neural crest develop and list their postnatal derivatives
• Compare the malformations that result in open versus closed neural tube defects, including the ability to distinguish the different forms of spina bifida
• List the major excitatory and inhibitory neurotransmitters used by neurons in the central and peripheral nervous system
• Compare the functions of Schwann cells and oligodendrocytes in forming myelin and the differences in autoimmune diseases (e.g., multiple sclerosis and Guillain Barré syndrome) associated with each
• Recall the basic anatomy of the spinal cord including the vertebral level where the cord end and meninges end, what makes up the conus medullaris and cauda equina, and which cord segments innervate the upper and lower limbs
• Contrast the two divisions of the autonomic nervous system in terms of locations of pre- and post-ganglionic neuron cell bodies, neurotransmitters utilized, and receptors that they bind to
• Describe the names and locations of the two neurons that generate voluntary versus reflex contractions of skeletal muscle, and be able to draw and label a cord section with these neurons
• Recall the differences between the myotatic and inverse myotatic reflexes
• Describe how these two sensory systems utilize three neurons to process sensory information
• Draw out the three neurons that are components of the DCML system and label the modalities of their dorsal roots, their course, and sites of termination
• Draw out the three neurons that are components of the anterolateral system and label the modalities of their dorsal roots, their course, and sites of termination
• Summarize the major signs and symptoms of the seven common spinal cord diseases and clinical conditions including polio, tabes dorsalis, ALS, subacute combined degeneration, syringomyelia, anterior cord syndrome, and Brown-Séquard syndrome

Course features

• 1 c.u.
• Offered in spring, summer, and fall terms

Instructor
James S. White, PhD

This course, covering the anatomy of the central nervous system, including a detailed examination of the functional and clinical neuroanatomy of the brainstem, cerebellum, diencephalon, visual system, auditory system, and cerebral cortex, prepares students to:

• Describe the cerebellar connectional anatomy that permits the right side of the cerebellum to promote fine-tuning of skeletal muscles on the right side of the body
• Recall how cerebellar lesions cause tremor with movement and how hemisphere lesions of the cerebellum differ from vermis lesions
• Identify which lesions result in dysmetria, dysdiadochokinesis, and gait ataxia
• Describe the major components of the direct and indirect basal ganglia pathways, the neurotransmitters that they use, and their roles in initiating movement or suppressing unwanted movement
• Contrast the signs and symptoms of those with a direct (Parkinson’s) and indirect (Huntington’s) basal ganglia disease and how each causes different forms of resting tremors
• Name the four major tracts that traverse the brainstem and the signs and symptoms if each is lesioned
• Discuss how motor and sensory nuclei of brainstem cranial nerves are organized into functional longitudinal columns in the brainstem and note how this organization correlates with the entry and exit points of cranial nerves
• Distinguish the gaze malfunctions that result from lesions to the frontal eye field, PPRF, and MLF
• Trace the path of a visual stimulus from the nasal and temporal parts of the retina to the cuneus and temporal gyrus of the visual cortex
• Draw out the different visual field deficits and the causes evident in lesions to the optic nerve, optic chiasm, optic tract, optic radiations, and visual cortex
• Describe the three components of the ear and how the organ of Corti transduces mechanical energy into generator potentials 
• Distinguish between the lesion sites and causes of a sensorineural versus a conductive hearing loss and how one uses the Weber and Rinne tests to determine the nature of the hearing loss
• Differentiate the major nuclei of the thalamus and their functions
• Describe the different embryonic origins of the pituitary and the nuclei in the hypothalamus that control or contribute to the functional activity of each pituitary component
• Name the lobes that make up the cortex and distinguish the vascular territories of the anterior, middle, and posterior cerebral arteries
• Describe how the dominant hemisphere differs functionally from the nondominant hemisphere
• List four different lesion sites in the dominant hemisphere that result in aphasia and list the signs and symptoms of that aphasia
• Name the major components of the Papez circuit and how they contribute to memory consolidation
• List the signs and symptoms of lesions to each of the cranial nerves
• Distinguish the signs and symptoms of various lateral versus medial brainstem vascular lesions, the vessels involved, and the cranial nerves affected

Course features

• 1 c.u.
• Offered in spring, summer, and fall terms

Instructor

James S. White, PhD

The Human Anatomy courses were created using a robust and interactive learning platform that facilitates asynchronous learning, meaning that you can engage with course material or complete assignments at times of day that suit your schedule. The courses feature video lectures by renowned Penn instructors that include illustrations and animations of systems and structures; formative quizzes; discussion board participation, including clinical vignettes; and a proctored final exam. Most course activities can be performed in standard desktop or laptop web browsers; some activities can be performed on mobile devices.

Academic credit is defined by the University of Pennsylvania as a course unit (c.u.). A course unit (c.u.) is a general measure of academic work over a period of time, typically a term (semester or summer). A c.u. (or a fraction of a c.u.) represents different types of academic work across different types of academic programs and is the basic unit of progress toward a degree. One c.u. is usually converted to a four-semester-hour course.

Transfer credits are awarded at the discretion of the receiving institution. Students should affirm transfer acceptance from their home school prior to registering for the course.

No. However, it is important to check with your financial aid advisor to determine if the ANAT course will affect your current funding situation.

The Human Anatomy courses are available only to students who are currently enrolled in the Penn Alumni Program, the Post-Baccalaureate Studies program, or one of Penn LPS’s Pre-Health Post-Baccalaureate programs. If you have already confirmed your enrollment in one of these programs, you can register for Human Anatomy courses now through Path@Penn—no additional enrollment form is necessary.

If you are not already a Penn student or enrolled in the Penn Alumni Program, you must apply to the Penn Post-Baccalaureate Studies program (for fall and spring terms) or enroll in the Penn Summer program as a visiting student (for summer terms). Detailed instructions may be found under How to apply on this page.