Course
Study programs
Medical Studies in EnglishYear of study
2ISVU ID
187243ECTS
10
Histology and Embryology is a mandatory course at the second year of the Integrated Undergraduate and Graduate University Study of Medicine in English. It consists of 32 hours of lectures, 44 hours of seminars, and 44 hours of practical laboratory classes; overall 120 hours (10 ECTS). Lectures are held in lecture halls of the Faculty of Medicine according to the course schedule. Seminars and practical laboratory classes are held at the Department of Histology and Embryology.
Course objectives
Histology, a fundamental field of medicine, focuses on the microscopic structure of the human body. It examines cell morphology (cytology) and the fine details of organs (microscopic anatomy). Histology encompasses the entire sub-microscopic structure of organisms. In parallel, embryology explores embryo development, emphasizing morphogenesis during organogenesis and the molecular basis of differentiation. Understanding these complexities is essential for clinicians to grasp micro-anatomical pathophysiology and anomalies in organ development. This course holds significant practical value. Lastly, it delves into the relationship between congenital malformations and embryological errors.
Expected course learning outcomes
At the end of this course, students will be able to demonstrate a working knowledge of human histology and development and will be able to correlate structure and function of the human body. Students should be able to comprehend the molecular, biochemical, and cellular events that regulate the development of specialized cells, tissues and organs during embryonic development. Students should be able to comprehend tissue interactions and pattern formation. Moreover, students should understand the experimental strategies and techniques that are used to identify the molecular and cellular mechanisms of development.
Students should be thoroughly acquainted with structures and development of the human body by means of classical and contemporary methods of microscopic investigations; they should master the skills of microscopy of the most characteristic cells, tissues, and organs presented in histological slides. By utilizing their knowledge in physics, chemistry, biochemistry, biology, and anatomy, students should gain insight into the normal structure of the human body by means of light and electron microscopy.
Course content
The primary role of histology in the medical curriculum is to provide a basic understanding of the function of the human body based on its microscopical structure. Emphasis is placed on the normal structure as a basis for proper functioning and for understanding pathophysiological processes. The following topics and subtopics will be considered: epithelial tissues (cellular membrane, basal lamina, cell-cell interactions); connective tissue (general characteristics, cells and intercellular substance, fibers, and ground substance); types of connective tissue (proper - dense, regular and irregular, adipose tissue); cartilage (hyaline elastic, fibrocartilage); bone (microscopic structure of bones, bone cells, histogenesis of bone, synovial membrane), blood, lymphocytes and their immune role; muscular tissue (smooth, skeletal, cardiac muscle), nervous tissue (structure of neuron, nerve fiber, synapse and the relationship of neurons, neuroglia, choroid plexus); blood vascular system, lymphatic system, endocrine system, respiratory system, gastrointestinal tract, kidney and urinary tract, reproductive system and the organs of special senses.
The purpose of embryology is to provide students with a general outline of human development and to help them understand the complex relationships between the structures of the human body. Its practical medical implications are also of great importance since embryology can explain developmental anomalies and their molecular origins. The following topics and subtopics will be covered: fertilization, cleavage, gastrulation and formation of primary germ layers; differentiation of primary germ layers and organogenesis; cellular and molecular mechanisms that control tissue morphogenesis and differentiation; mechanisms that control differential gene expression leading to cell and tissue differentiation; extraembryonic coelom, connecting stalk, amnion, corium, placenta; neural plate, groove and tube; sex cycles, male and female sex organs; embryonic and fetal development; relationships between congenital malformations and errors in embryological development; environmental factors as causes of birth defects; development and anomalies of body systems; prenatal diagnostics.
1. A.L. Mescher.: Junqueira’s Basic Histology, XIV edition, The McGraw –Hill Education, New York 2016.
2. T.W.Sadler: Langman’s Medical Embryology, XIII edition, Wolters Kluwer Health, Philadelphia,2015.
3. http://medsci.indiana.edu/junqueira/virtual/junqueira.htm
4. https://accessmedicine.mhmedical.com/book.aspx?bookid=2430
Class attendance, including test attendance, is mandatory. Students may be absent from 30% of each form of teaching provided they have a justifiable cause. If a student is absent for more than 30% of the classes, they will have to re-enroll the course. Students are expected to actively participate in all aspects of the course, complete laboratory reports on time, and attend the examinations. Moreover, preparation of the course content, which is going to be discussed during seminars and laboratory practicals, is mandatory.
Student grading will be conducted according to the current Ordinance on Studies of the University of Rijeka (approved by the Senate) and the Ordinance on Student Grading at the Faculty of Medicine in Rijeka (approved by the Faculty Council).
Assessment of student work
Student work will be assessed and graded during the course and on the final exam. During the course, students may obtain a total of 100 grade points (credits). Students can achieve up to 70% of the final grade during the classes, and a maximum of 30% of the final grade at the final exam. Evaluation of students’ progress during classes, midterms, and the final exam in the academic year 2024/2025 is shown in Table 1.
Table 1. Distribution of grade points in the course “Histology and Embryology“
| Evaluation | Grade points | |
Midterm exams
| Midterm exam I | 24 |
|
Midterm exam II | 20 | ||
Total | 44 | ||
Seminars, Laboratory practicals | Active participation (max. 8 points) Completed LPs and an accepted written report (max. 3 points) | 11 | |
Tissue section recognition |
Recognition of Slides exam | 15 | |
TOTAL |
| 70 | |
| Oral exam | 30 | |
Total | 30 | ||
TOTAL |
| 100 |
Written midterm exams
During the semester, two written midterm exams are planned that will include the content of lectures, seminars, and practical laboratory classes. MT I – general histology and basic embryology. MT II – histology and development of various organs. The maximum of grade points that a student can obtain is 24 (MT I) and 20 (MT II). The midterm exams consist of 60 multiple-choice questions and are evaluated according to the criteria
Table 2. Evaluation of written midterm exams
| MT I | MT II |
No. of correctly answered questions | Grade points/credits | Grade points/credits |
55 - 60 | 24 | 20 |
50 - 54 | 22 | 18 |
46 - 49 | 20 | 16 |
42 - 45 | 18 | 14 |
38 - 41 | 16 | 12 |
34 - 37 | 14 | 10 |
30 - 33 | 12 | 8 |
26 - 29 | 6 | 4 |
0 – 24 | 0 | 0 |
Correction of the midterm exams
A student can retake each of the two midterm exams if they are not satisfied with the obtained credits or were absent at the midterm exam. If a student retakes the midterm exam because they are not satisfied with the obtained grade points, only the credits gained from the retaken midterms will be considered. Evaluation of the midterm corrections will be performed according to the criteria shown in Table 2. Students can retake each midterm exam only once. Correction of the midterm exams will be done before the final exams in February on a date that will be communicated by the course coordinator via Merlin.
Seminar evaluation
A student can obtain a maximum of 8 credits (Table 3) throughout seminars and practical laboratory classes. Evaluation of LPs implies a completed and accepted written report with drawings of all slides. During LPs and seminars, the oral examination can be performed by the teacher or through short written exams. During each seminar, a student can get a score of 2 (good), 1 (sufficient) or 0 (insufficient).
INSUFFICENT KNOWLEDGE AT SEMINARS: If the theoretical knowledge of a student during a seminar is considered insufficient, the teacher has the right to give a grade of 0 for that seminar. The student is subsequently not allowed to participate in the next midterm exam. However, before the midterm exam is held, the student is allowed to request a brief oral exam on the topic for which he/she received a 0 by one of the staff members of the dept. of histology and embryology. If his/her knowledge is considered sufficient, a student is allowed to participate in the midterm exam. An oral examination for a seminar can only be requested if a grade of 0 (F) is given.
ABSENCE AT SEMINARS: If a student is absent at a seminar, he/she needs to demonstrate sufficient knowledge on this topic by performing an oral exam with the teacher of the seminar. At this oral exam, the student will not receive a grade, but a ‘pass’ for the topic if the examinator considers the student sufficiently knowledgeable. Without a ‘pass’ for a missed topic, students are not allowed to participate in the next midterm exam. An oral exam should be requested by first registering with the secretary of the dept. of histology & embryology, by sending an email to Lidija.karinja@medri.uniri.hr or to the course coordinator. Subsequently, the student and teacher will agree on a date and time for the oral examination.
Points for class participation (Max. 8) will be based on the average grade obtained during the seminars. If a student did not get at least 8 grades during the seminars and LPs, participation is considered insufficient and no grade points will be awarded.
Average grade/seminar | Grade points/credits |
<1 | 0 |
1-1.125 | 1 |
1.125 - 1.25 | 2 |
1.25 – 1.375 | 3 |
1,375 – 1.5 | 4 |
1.5 – 1,625 | 5 |
1,625 – 1,75 | 6 |
1,75 – 1,875 | 7 |
1,875 – 2,00 | 8 |
Practical course evaluation
Points for the completed written report (Lab book) of the LPs (max. 3 points) will be based on the proper graphical representation of the various tissues and marking of the key features of each tissue. During the practical course, students can be questioned by the teaching staff to demonstrate their knowledge.
Recognition of Slides (ROS) exam
Is a mandatory oral exam and is required for students to be qualified for the final exam. Before going to this colloquium, the student must have completed all the LPs. If he/she was absent from one or more LPs, these need to be done in the time provided for making up the exercises (i.e. LP21 and LP22). A student must identify at least 8 of the 10 microscopic slides, as well as the structures that are described (and drawn) during the practical laboratory classes. For this ROS-examination a student can receive a maximum of 15 points. At least 8 points are required to pass the exam. Each slide is evaluated with ½, 1, or 1 ½ points depending on the student's knowledge. Recognition of the slides awards ½ point and answering additional questions adds up to 1 point for each slide. This ROS-exam will be held in the weeks before each final exam. Per exam period, a student can apply twice for an ROS-exam, with at least three days between each examination. Precise dates and hours will be communicated digitally.
Final exam
The final oral exam is mandatory and covers the entire course content. During the final exam, students can obtain a maximum of 30 credits.
Assessment of the oral part of the final exam:
up to 15 credits: minimum criteria satisfied
16 – 20 credits: average criteria satisfied with noticeable errors
21 – 25 credits: answers with a few errors
26 – 30 credits: outstanding answers.
A student must pass the oral exam (i.e. receive at least 1 point) to pass the course, independent of the number of points that the student has collected before taking the final exam. If a student is not satisfied with the final grade, they may refuse the grade, but this will count as a failed attempt. In case a student does not accept the grade, he/she must re-enter the final exam.
Conditions for admission to the final exam
A student who has accomplished at least 35 grade points during all course classes and has passed the ROS exam and has attended at least 70% of lectures, seminars and LPs (70% of each) can enter the final exam.
Final grade
The final grade represents a sum of all grade points obtained during all course classes and the final exam. Students are evaluated according to the ECTS (A-F) and numerical (5-1) system.
The ECTS and the numerical grading system are defined by the following criteria:
Number of points | Final Grade |
90 – 100 | 5 (A) |
75 – 89.9 | 4 (B) |
60 – 74.9 | 3 (C) |
50 – 59.9 | 2 (D) |
0 – 49.9 | 1 (E) |
Exempt of lectures
A student who fulfilled all requirements for admission to the final exam but did not successfully complete the final exam may request that he/she does not need to attend lectures/seminars/LPs in the following year, while retaining the right to apply for the final exam. This request needs to be sent by email before the start of the next academic year to the course coordinator. Should the student instead decide to follow lectures anew, he/she loses all points of the previous year.
Exam dates
- 10.02.2027.
- 23.02.2027
- 07.07.2027.
- 01.09.2027.
- 15.09.2027.
Class attendance, including test attendance, is mandatory. Students may be absent from 30% of each form of teaching provided they have a justifiable cause. If a student is absent for more than 30% of the classes, they will have to re-enroll the course. Students are expected to actively participate in all aspects of the course, complete laboratory reports on time, and attend the examinations. Moreover, preparation of the course content, which is going to be discussed during seminars and laboratory practicals, is obligatory.
Academic Honesty
It is expected that all students and teachers follow the Code of Academic Honesty in accordance with the Code of Ethics for the students of the Faculty of Medicine at the University of Rijeka. Please read the policy regarding academic honesty at: http://medical-studies-in-english.com/wp-content/uploads/2016/12/CODE-OF-ETHICS.pdf
Contact information
For questions and concerns, please feel free to contact us by e-mail or via the Department’s website. If you want to speak with a teacher during office hours (each working day between 11:00 am and 13:00 am), please let us know by e-mail or in class.
Expected competencies at course enrollment:
Students are expected to have basic knowledge of biology and anatomy.
Learning outcomes
To understanding the aim of the course. To recognize the role of Histology as a foundation for subsequent studies in pathology and physiology
Learning outcomes
To define the microscopic structure and function of epithelial cells. To describe characteristic features of various types of epithelia. |
Learning outcomes
To explain the types, characteristics, and functions of connective tissue. To describe and to define cells and ground substance (fibers and basic substances) of connective tissue proper, and connective tissues with special properties. |
Learning outcomes
To define the specifics of microscopic and sub-microscopic blood cells (erythrocytes, leukocytes, and platelets) and blood plasma. To adopt criteria for classification of blood cells based on their morphology
Learning outcomes
To explain the classification, characteristics, and functions of supporting connective tissue. To define the ECM of different types of cartilage tissue. To explain the growth and healing processes of cartilage tissue damage. To explain the histological characteristics of joints. To explain the classification, characteristics, and functions of supporting connective tissue. To define the specifics of cells and bone matrix. To explain the characteristics of primary and secondary bone tissue with respect to their histological properties. To explain the processes of intramembranous and endochondral ossification. To describe features of fracture bone remodeling and repair. |
Learning outcomes
To explain the classification, characteristics, and functions of three types of muscle tissue. To define cellular and ECM properties of smooth, skeletal, and cardiac muscle. To explain the ultrastructure of muscle fibers and morphological conditions for the possibility of contraction. To describe the histological structure of heart and vasculature. |
Learning outcomes
To explain the classification, characteristics, and functions of nerve cells (neurons and glial cells). To explain the processes of central and peripheral myelination. To define the cells and interstitial substances of certain parts of the central and peripheral nervous system (big and small brain, spinal cord, ganglia, peripheral nerves). To explain the ultrastructure of nerve cells, the ability to transmit signals and the structure of the synapse. To describe the histological structure of the meninges and the blood-brain barrier. |
Learning outcomes
To define the specifics of histological characteristics of the female reproductive system during different periods of a woman's life. To learn and adopt knowledge about sex cycles in males and females. To understand and explain changes during the generative period of life. |
Learning outcomes
To become familiar with developmental processes, fertilization, embryonic and fetal development of human embryos. To understand the underlying developmental processes: proliferation, migration, induction, differentiation and programmed morphogenic cell death. To understand the requirements of gametes prior to fertilization. To understand the specific changes during the first week of development of the fertilized ovary (zygote). |
Learning outcomes
To adopt knowledge about the development and function of fetal membranes: trophoblast, amnion, chorion, yolk sack. To understand the development, texture, and function of the placenta and umbilical cord in the different periods of pregnancy. To understand the utero-placental bloodstream. |
Learning outcomes
To outline the general changes during the second week (implantation, two-layered germ disc) and the third week (gastrulation) of development. To understand the main changes during the embryonic and fetal periods of intrauterine development. To understand how the folding of the trilaminar disc leads to the formation of the embryonic body cavities and gastrointestinal tube.
Learning outcomes
To define the processes that lead to the development of individual structures in the head and neck area. To adopt knowledge on the origin of the pharyngeal arches and their derivatives, the appearance of stomodeum and its differentiation during the embryonic and fetal developmental periods. To describe the development of the temporomandibular joint.
Learning outcomes
To define the processes leading to differentiation of mesoderm and the formation of certain groups of skeletal and smooth muscles and the muscular wall of the heart. To explain the emergence of certain parts of the skeletal system - skull, spine, ribs, pelvis and limbs.
Learning outcomes
To explain and describe the processes of the formation and differentiation of nerve and glial cells and the formation of nerve tissue during early neurogenesis. To understand the development of individual parts of the central and peripheral nervous system. To explain development of the main endocrine glands (pituitary, pineal, thyroid, parathyroid, adrenal). |
Learning outcomes
To define the specifics of the histological structure of testes, epididymis and accessory glands. To understand and explain the processes of gametogenesis and spermatogenesis. To understand the basics of meiosis. |
Learning outcomes
To describe the structure and function of thin and thick skin layers. To understand and explain the structure of the skin glands and sensory receptors. To describe the main features of hair and nails. To explain the functional stages of the female mammary glands. To explain the developmental processes that allow the formation of individual skin layers and skin derivatives. |
Learning outcomes
To describe the classification, characteristics, and functions of the endocrine system. To define the specificity of the histological structure of certain endocrine glands, including the pituitary gland, epiphysis, thyroid, parathyroid glands and adrenal glands. |
Learning outcomes
To define the peculiarities of the histological structure of the individual structures of the eye. To understand and explain the texture and function of the lens, cilia muscle, and individual parts of the retina. To explain the processes of optic cup development and formation of various parts of eye layers. |
Learning outcomes
To define the histological structure of various parts of the external, middle, and internal ear. To understand the function of individual parts of the internal ear. To describe the developmental processes that enable the emergence of the outer, middle, and inner ear. |
Learning outcomes
To explain the characteristics and functions of the immune system. To define the histological structure of the thymus, lymph nodes, spleen, and tonsils. To describe the developmental processes that lead to the formation of the lymph system organs. |
Learning outcomes
To describe the specifics of organs in the oral cavity (lip, tongue, palate, salivary glands). To explain the structure of primary and permanent teeth. To explain the processes of denture formation in primary and secondary dentition. To define the processes that lead to tooth eruptions. |
Learning outcomes
To describe the specifics of the digestive tract. To understand the general structure of the digestive tract and its layers (epithelium, lamina propria, muscularis mucosa, submucosa, muscularis externa, Adventitia or serosa), esophagus, stomach and intestine. |
Learning outcomes
To describe the specifics of the organs associated with the digestive tract (Salivary glands, Pancreas, Liver, gallbladder). To understand the hepatic blood flow and structure of the liver lobules. To understand how the pancreas, liver and gallbladder are formed from the hepatic diverticulum. To define how these organs are formed from the endoderm and oral ectoderm.
Learning outcomes
| To define histological characteristics of parts forming the respiratory system (respiratory and olfactory region of the nose, paranasal sinuses, lungs, bronchi, bronchioles, alveoli). To understand and explain the structure and function of the blood-air barrier. To understand how the internal folding and development of segregations leads to the separate body cavities. To understand how the lungs are formed from the primitive foregut. |
Learning outcomes
To explain the basic characteristics of the structure and function of the urinary system. To define the peculiarities of the kidney structure - especially the cortex, the ureter, the bladder, the male and female urethra. To describe parts of the nephron
Learning outcomes
To understand the patterning of primary heart field, cardiac, and vascular development. To describe the developmental processes that lead to the formation of lymphatic capillaries and vessels. To describe the developmental processes of forming the respiratory system. |
Learning outcomes
Preparation of tissue materials for cryo-sectioning and paraffin-sectioning, immunohistochemical
Learning outcomes
dental pulp - endothelium, small intestine – simple columnar epithelium, goblet cells, simple tubular glands, esophagus – squamous moist, mucous glands, skin – squamous dry, merocrine, holocrine, apocrine glands |
Learning outcomes
skeletal, cardiac, smooth muscle, endocardium, small artery and vein – HE, orcein staining. |
Learning outcomes
spinal cord and cerebellum – HE, silver staining, nerve, sensory, autonomic ganglia |
Learning outcomes
thin skin with glands – axilla, hair, thick skin, mammary gland – 2 stages |
Learning outcomes
cornea, iris, ciliary body, lens, retina, development of eye – early, late stage |
Learning outcomes
lip, tongue, filiform and vallate papillae, dentin, cementum, enamel, enamel organ – early, late stage |
Learning outcomes
Repetition of all slides under supervision. This LP should also be used to make up all the practical courses that were missed by the student
Learning outcomes
Repetition of all slides under supervision. This LP should also be used to make up all the practical courses that were missed by the student
Learning outcomes
To explain the basic facts of the development of histological techniques and microscopy. To get acquainted with and acquire knowledge about the way of preparing classic histological slides, as well as various histological, histochemical, and immunohistochemical techniques. To explain the principles of the methods used in histology laboratories and microscopy. |
Learning outcomes
To classify and describe the microscopic and submicroscopic structure of epithelial cells. To define the specifics of certain types of glandular epithelia. |
Learning outcomes
To explain the characteristics and functions of connective tissue. To define cells and ECM (fibers and ground substance), connective tissue, and connective tissues with special properties. To compare the similarities and differences between these two types of tissues. |
Learning outcomes
To describe histological characteristics of bone marrow. To understand the emergence of individual blood cells during intrauterine development, as well as hematopoiesis later in life. |
Learning outcomes
To define the specifics of microscopic and submicroscopic structures of blood cells. To identify blood cells based on their morphology. To define cellular and interstitial parts of different types of cartilage tissue. To explain the growth and healing processes of cartilage tissue damage. To explain the characteristics of the histological structure of joints. |
Learning outcomes
To define the specifics of cells and ECM of bone tissue. To explain the characteristics of primary and secondary bones with respect to their histological properties. To explain the processes of osteogenesis, the process of fracture healing and bone remodeling. |
Learning outcomes
To clearly define cellular and interstitial properties of smooth, skeletal, and cardiac muscle tissue. To explain the ultrastructure of muscle cells and morphological conditions required for contraction in all types of muscle tissue. To describe the histological structure of the heart, artery, and vein. To adopt the classification of blood capillaries based on their microscopic structure. |
Learning outcomes
To explain the classification, characteristics, and functions of nerve cells (neurons and glial cells). To explain the processes of central and peripheral myelination. To define the cells and interstitial substances of certain parts of the central and peripheral nervous system (big and small brain, spinal cord, ganglia, peripheral nerves). To explain the ultrastructure of the nerve cells, the ability to transmit the signal, and the structure of the synapse. To describe the histological structure of meninges and the blood-brain barrier. |
Learning outcomes
To learn about sex cycles in males and females. To understand and explain changes in histological structure in the ovaries and uterus that precede the emergence of mature sex cells. |
Learning outcomes
To understand the specific changes during the first week of development - zygote, cleaving, second week – implantation, formation of a double layered disc. To understand the specifics of changes during the third week of development - embryonic, fetal development (neurulation, somitogenesis, germinal derivatives). |
Learning outcomes
To explain the development of placental blood flow and function of embryonic envelopes – amnion, chorion, allantois, yolk sack. To understand the development, texture, and function of the placenta in different periods of pregnancy. |
Learning outcomes
To define the specifics of stem cells and their cellular locations. To define the role of self-renewal and multipotency in stem cell biology. To explain the role of stem cells in the regeneration of tissues. To explain how differentiated tissues develop from stem cells. |
Learning outcomes
To explain and describe the processes that lead to the development of individual structures in the head and neck area. To adopt knowledge on the origin of the pharyngeal arches and their derivatives, the appearance of stomodeum and its differentiation during the embryonic and fetal developmental periods. To describe the development of the temporomandibular joint. |
Learning outcomes
To understand and explain the processes leading to differentiation of mesoderm and the formation of certain groups of skeletal and smooth muscles and the muscular wall of the heart. To explain the emergence of certain parts of the skeletal system - skull, spine, ribs, pelvis and limbs. |
Learning outcomes
To define the specifics of the histological structure of testes, epididymis and accessory glands
Learning outcomes
To clearly define the specifics of the histological structure of the skin. To understand and explain the properties of the skin glands. To describe hair and nails. To explain developmental processes that allow the formation of individual skin layers and skin derivatives. To adopt knowledge about differences in appearance and function of the breast and breastfeeding between pregnant women, breastfeeding women and women that are not pregnant. |
Learning outcomes
To describe the classification, characteristics, and functions of the endocrine system. To define the specificity of the histological structure of certain endocrine glands; pituitary gland, epiphysis, thyroid, parathyroid glands and adrenal glands. |
Learning outcomes
To define the specifics of the histological structure of the individual structures of the eye. To understand and explain the texture and function of the lens, cilia muscle, and individual parts of the retina. To explain the processes of optic cup development and formation of various parts of eye layers. |
Learning outcomes
To define critical periods of development and to identify teratogenic factors. To understand and explain the possibility of the emergence of anomalies and clinically important disorders that arise during development. |
Learning outcomes
To define the histological structure of various parts of the external, middle, and internal ear. To understand the function of individual parts of the internal ear. To describe the developmental processes that enable the emergence of the outer, middle, and inner ear. |
Learning outcomes
To explain the characteristics and general functions of the immune system. To define the histological structure of the thymus, lymph nodes, spleen, and tonsils. To describe the developmental processes that lead to the formation of the organs associated with the lymphatic system. |
Learning outcomes
To define the properties of the individual parts of the oral cavity - lip, tongue, palate and teeth. To describe the development of the palate, the tongue, and the upper and the lower jaw. To explain the processes of denture formation in primary and secondary dentition. |
Learning outcomes
To define the histological structure of the digestive tract (esophagus, stomach, small intestine, and colon). To understand and explain the structure and function of the individual layers in the structure of various segments. |
Learning outcomes
To understand the developmental processes of various organs of digestive tract formation. To understand the formation of the foregut, midgut and hindgut. To understand the rotation of the stomach and formation of primary and secondary retroperitoneal organs and intraperitoneal organs. To understand formation and folding of the intestines. To understand the formation of the mesenteries and omentum. |
Learning outcomes
To understand and explain the structure and function of intestinal glands - salivary glands, liver, pancreas. To understand and explain the flow of blood and bile inside the liver. To understand the embryonic development of these organs. |
Learning outcomes
To define the basics of development and the specifics of the histological structure of the individual parts of the respiratory system (respiratory and nerve region, nose, paranasal sinuses, lungs, bronchi, bronchioles, alveoli). To understand and explain the structure and function of the blood-air barrier. To understand the phases in the development of the respiratory system. |
Learning outcomes
To explain the basic characteristics of the structure and function of the urinary system. To define the specifics of the kidney structure - especially the cortex, the ureter, the bladder, the male and female urethra. To describe parts of the nephron. To define the characteristics of the transitional epithelium. |
Learning outcomes
To understand and describe the processes that lead to the development of three generations of kidney systems, the formation of the urethra, ureter, and urinary bladder. To understand the developmental process that leads to the normal male and female reproductive system - sexual glands and sex organs of the male and female sex. |
| Academic year | |
|---|---|
| 2026/2027 | Preuzimanje |