China
Africa
Explore chapters and articles related to this topic
The Pineal Gland
Published in Nate F. Cardarelli, The Thymus in Health and Senescence, 2019
Both the eye and the pineal are hollow outgrowths from the diencephalon and consequently have a similar developmental anatomy and cell morphology;236 as noted, both contain the same pigment and neurotransmitters. There are, however, many distinctions between pineal, retina, and parietal eye. For instance P-like immunoreactivity is confined to the parietal nerve and the pineal gland, being absent in the parietal organ and elsewhere.237
Before you begin
Published in Frank J. Dye, Human Life Before Birth, 2019
A large part of the content of human developmental biology is developmental anatomy. Anatomy is never static, but it is especially dynamic before birth. When you study the development of the human face during the second half of the embryonic period (the fourth through eighth weeks), you will be especially impressed by dynamic anatomy (morphogenesis).
Anatomy
Published in Hutan Ashrafian, Surgical Philosophy, 2015
1.We may distinguish six kinds of anatomy, to wit: (1) bones, (2) nerves, (3) muscles, (4) vasculature, (5) lymphatic system, (6) organs. These can be studied through (a) gross or macroscopic anatomy (regional, systemic, surface); (b) microscopic anatomy (cytology for cells and histology for tissues); (c) molecular anatomy; and (d) developmental anatomy (embryology).
Anatomy education in physiotherapy training: perceptions of Nigerian-based undergraduate physiotherapy students
Published in Physical Therapy Reviews, 2022
Chidiebele Petronilla Ojukwu, Emeka Godson Anyanwu, Chekwube Benjamin Onyebuchi, Chigozie Ikenna Uchenwoke, Adaora Justina Okemuo, Chinelo Jennifer Okafor, Chioma Nneka Ikele
Human anatomy is a domain of knowledge that studies the various structures of the human body and is focused on three main levels, including microanatomy, macro anatomy and developmental anatomy [1]. It is very crucial for enhancing the clinical skills of all medical and health students worldwide and is learned in the forms of gross and functional anatomy, histology and embryology [1–4]. In the coursework of any physical therapy programme, anatomy is regarded as a fundamental subject required to produce a sound physiotherapist with a resultant effective clinical practice [5]. From recent studies [4,6,7], health professionals, especially physical therapists perceived anatomy education as relevant resulting from their beliefs that suitable anatomy knowledge is extremely important for sharpening their clinical skills, thus making them better health practitioners.
Do we really need cadavers anymore to learn anatomy in undergraduate medicine?
Published in Medical Teacher, 2018
P. G. McMenamin, J. McLachlan, A. Wilson, J. M. McBride, J. Pickering, D. J. R. Evans, A. Winkelmann
To achieve this goal, I believe the requirement is transfer. Supporting our students to transfer the basic knowledge of gross anatomy, histology, pathology, living anatomy, and radiology—the bedrock of modern medicine—into finding solutions that can help solve modern day complex problems. As anatomists, or as anatomy educators, we are in the fortunate position to have a front and central role in supporting and developing the future doctors to understand the physical basis of the human body. However, this is more than understanding gross anatomy; it is not just about working with cadavers, for example, to understand the attachment sites of various muscles or the location of an appendix. Whilst these are important areas of core knowledge, we are charged with teaching our students more than just “gross” or topographical anatomy. We teach them developmental anatomy, embryology; surface and living anatomy to support their clinical skills; micro-anatomy or histology; functional anatomy and physiology; abnormal anatomy or pathology; and finally we integrate imaging anatomy radiology into our courses. The latter is an essential element of any anatomy curriculum, as the vast majority of doctors will examine the human body in image form.
Facial nerve paralysis in malignant otitis externa: comparison of the clinical and paraclinical findings
Published in Acta Oto-Laryngologica, 2020
Sasan Dabiri, Narges Karrabi, Nasrin Yazdani, Ahmad Rahimian, Azita Kheiltash, Mehrdad Hasibi, Elham Saedi
Nasopharyngeal involvement in the CT images is one of the significant prognostic factors for facial nerve palsy (odds ratio: 2.75). Medial progression of the inflammation through the skull base reaching the nasopharyngeal area might be an indicator of the extension of the disease. This fact could be considered to be a marker for the significant inflammatory process that may explain the higher rate of facial nerve involvement. The presence of the eustachian tube as a direct pathway to the nasopharynx and the related developmental anatomy may also facilitate this involvement. However, otitis media with effusion is not a common finding in patients with skull base osteomyelitis and facial palsy (two patients in each group).