The musculoskeletal unit has a large identification load: bones, processes, fossae, muscles, origins, insertions, and movements. This packet gives students and graders a shared vocabulary and explicit spelling rules for that work.

Unit learning targets

By the end of the musculoskeletal unit, a student should be able to:

• Identify the bones of the axial and appendicular skeleton on articulated and disarticulated specimens.
• Identify named bone markings (processes, fossae, foramina, condyles, tubercles) on the high-yield bones.
• Identify named skeletal muscles on a torso model and on diagrams, including their primary action.
• Name origin and insertion for the high-yield muscle list.
• Distinguish bone, hyaline cartilage, and skeletal muscle in stained histology preparations.
• Classify joints by structure and function and demonstrate the named movements at each major joint type.
• Palpate named bony landmarks and demonstrate basic range of motion at major joints.
• Maintain a contemporaneous lab notebook documenting the above.

Rubrics applied in this unit

High-yield muscle list. Muscles outside this list may appear on the practical, but the controlled vocabulary below is what TAs grade against without escalation.

For muscles, function is the primary action at the named joint. Origin and insertion are scored separately as their own R2 items on high-yield muscles. The standard joint-movement vocabulary follows.

Joint movement vocabulary (standard set)

The following terms are pre-approved for any joint where they apply. Side or axis of rotation may be required by the specific item.

Anchor exemplars (for grader calibration)

In place of a dissection rubric, this unit uses a performance task observed live during the lab session: palpation of named bony landmarks and demonstration of named joint movements on a partner. The structure is identical to a dissection rubric, observed live, scored binary, repeatable.

Observable criteria (4-point binary checklist)

• Partner consent and positioning. Verbal consent sought before any contact; partner positioned appropriately for the planned palpation or movement; modesty and comfort respected throughout.
• Landmarks correctly located. The named bony landmark is palpated in the correct location on the first attempt (or, if not, the student articulates a recovery strategy and relocates correctly within 30 seconds).
• Movement performed correctly. The named joint movement is demonstrated within the normal anatomical range, isolating the named joint from compensatory movements at adjacent joints.
• Communication and observation. The student verbalizes what they are doing as they do it; observes for partner discomfort; stops or adjusts if asked.

Why this rubric exists in this form

The musculoskeletal exam introduces practices relevant to later clinical work. R4 is graded with explicit attention to professionalism (consent, communication, comfort) alongside anatomical accuracy. The rubric is intended to prepare students for respectful, accurate assessment.

Six items (all required for pass)

• Dated, page-numbered, and in ink.
• Pre-lab section completed before bench work. For musculoskeletal: list of bones / muscles / joints to be identified that session, planned palpation sequence with partner, anticipated landmarks.
• Data recorded contemporaneously. Identification successes and corrections, palpation observations on partner, ROM measurements (estimated or measured) entered as they happen.
• Observation kept distinct from interpretation. "Hip flexion ~110° before pelvic tilt" (observation) vs. "consistent with normal hamstring length" (interpretation).
• Errors crossed out with a single line.
• Sketches labeled. For this unit: anatomical drawings include orientation (e.g. "anterior view, right side") and named structures with arrows.

Unit-specific notebook expectations

The musculoskeletal unit is the first in many A&P sequences where students systematically learn anatomical drawing. Sketches should progress over the four weeks from rough silhouettes with labels to properly proportioned drawings with origin and insertion lines for high-yield muscles. The rubric does not grade artistic skill, only that the labeled structures are anatomically correct and the orientation is specified.

The musculoskeletal unit contributes 5 stations to the term-end capstone (one more than other units, reflecting the heavier identification load). Each station is 90 seconds and tests four judgments. The station passes at 3 of 4; excellence is 4 of 4.

Station 1 — Bone identification (axial)

ID per R1. Function: bone's role in protection or support. Clinical: one common pathology or fracture. Integration: relate to muscle that inserts or originates here.

Station 2 — Bone identification (appendicular)

Same four-judgment structure. Integration: relate to the joint(s) the bone participates in.

Station 3 — Muscle identification

ID per R1. Function: primary action at the named joint. Clinical: one assessment maneuver or common strain. Integration: relate to nervous innervation (e.g. "deltoid is innervated by the axillary nerve") or the antagonist muscle.

Station 4 — Joint type and movement

ID: joint type by structure. Function: movements possible at that joint type. Clinical: one common injury or arthritic pattern. Integration: relate to the muscles that produce the named movement.

Station 5 — Performance (palpation or ROM)

Performance station, observed live with a partner. ID: name of landmark or movement. Function: anatomical purpose. Clinical: state one normal or abnormal interpretation. Integration: relate to surrounding structures (nerve in the area, vessel landmark).

Capstone scoring summary

R1 anchor: Bones

R1 anchor: Bone markings

R1 anchor: Muscle identification

R2 anchor: Muscle action

R3 anchor: Histology

R4 anchor: Palpation & ROM

Student: ______________________________________    Section: _______________    Date: _______________    TA: _______________

R1 + R2 (paired identification)

R3 Histology

R4 Performance   (observed during lab — recorded once at end of demonstration)

P = Pass · NY = Not yet · — = Not assessed · Edge cases: circle, do not check, bring to coordinator at end of session.