Essential Anatomy Apk

The anorectum is a region with a very complex structure, and surgery for benign or malignant disease of the anorectum is impossible without accurate anatomical knowledge. The conjoined longitudinal muscle consists of smooth muscle from the longitudinal muscle of the rectum and the striate muscle from the levator ani and helps maintain continence; the rectourethralis muscle is connected directly to the conjoined longitudinal muscle at the top of the external anal sphincter. Preserving the rectourethralis muscle without damage to the carvernous nerve or veins passing through it when the abdominoperineal resection is implemented is important. The mesorectal fascia is a multi-layered membrane that surrounds the mesorectum. Because the autonomic nerves also pass between the mesorectal fascia and the parietal fascia, a sharp pelvic dissection must be made along the anatomic fascial plane. With the development of pelvic structure anatomy, we can understand better how we can remove the tumor and the surrounding metastatic lymph nodes without damaging the neural structure. However, because the anorectal anatomy is not yet fully understood, we hope that additional studies of anatomy will enable anorectal surgery to be performed based on complete anatomical knowledge.

Explore and compare differences between male and female anatomy. Completely distinct models allow for even greater detail on gender-specific structures and models can be easily switched with just the tap of a button.

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Test your knowledge with unique quiz functionality. Choose between Drag & Drop and Multiple Choice and test yourself on any system within the app. You can even refine the quiz on the basis of regional anatomy.

Anatomical knowledge is the foundation of the educational curricula in most healthcare programs. The varying scopes of practice between healthcare professions require anatomy educators to determine what content is essential to cover in a finite time with learners. When possible, the anatomy educator bases this decision on clinical experiences; this is a more significant challenge for the non-clinician educator teaching in a health profession curriculum. Although studies have determined essential anatomy content in many healthcare professions, no study has been undertaken in physical therapist education. This study was designed to determine what anatomical concepts are considered essential in physical therapist education in one doctor of physical therapy program. Faculty (n = 28), recent graduates (n = 134), and clinical instructors (n = 247) of a doctor of physical therapy program were invited to respond to a survey focused on rating the essential nature of 46 learning objectives. Consensus for learning objectives was determined using Lawshe's content validity method. One hundred forty-seven respondents completed the survey (36% response rate). Respondents represented a diversity in years of experience, highest physical therapist degree earned, specialty training, and setting of physical therapist practice. Of the 46 learning objectives presented, 10 were most frequently rated essential, 20 as useful but not essential, and 16 as not necessary. These results offer guidance for anatomy instructors at other institutions to make an informed decision on what anatomical content to focus on in their anatomy courses in order to increase time dedicated toward mastery of essential core anatomical knowledge for physical therapist practice.

Clerkships are defining experiences for medical students in which students integrate basic science knowledge with clinical information as they gain experience in diagnosing and treating patients in a variety of clinical settings. Among the basic sciences, there is broad agreement that anatomy is foundational for medical practice. Unfortunately, there are longstanding concerns that student knowledge of anatomy is below the expectations of clerkship directors and clinical faculty. Most allopathic medical schools require eight "core" clerkships: internal medicine (IM), pediatrics (PD), general surgery (GS), obstetrics and gynecology (OB), psychiatry (PS), family medicine (FM), neurology (NU), and emergency medicine (EM). A targeted needs assessment was conducted to determine the anatomy considered important for each core clerkship based on the perspective of clinicians teaching in those clerkships. A total of 525 clinical faculty were surveyed at 24 United States allopathic medical schools. Participants rated 97 anatomical structure groups across all body regions on a 1-4 Likert-type scale (1 = not important, 4 = essential). Non-parametric ANOVAs determined if differences existed between clerkships. Combining all responses, 91% of anatomical structure groups were classified as essential or more important. Clinicians in FM, EM, and GS rated anatomical structures in most body regions significantly higher than at least one other clerkship (p = 0.006). This study provides an evidence-base of anatomy content that should be considered important for each core clerkship and may assist in the development and/or revision of preclinical curricula to support the clinical training of medical students.

The nose, a prominent facial feature in defining facial beauty, is responsible for the fundamental physiologic functions of heating, humidifying, and filtering inspired air. When the normal balance of laminar and turbulent airflow become disturbed due to anatomic abnormalities, nasal obstruction may result. To successfully restore these basic physiologic functions, the surgeon must have a detailed understanding of the nasal anatomy and be able to successfully identify the specific cause of the nasal obstruction. This article discusses the fundamental surgical anatomy and the various diagnostic techniques and instruments at the surgeon's disposal.

Curricular development and modification involve first identifying a problem and then performing a needs assessment, which can guide the design of curricular components. Pedagogical changes, coupled with reductions in curricular time for gross anatomy, pose challenges and impose restrictions within medical school curricula. In order to make anatomy education effective and efficient, it is important to determine the anatomy considered essential for medical education through a targeted needs assessment. In this study, 50 adult primary care resident physicians in family medicine (FM) and internal medicine (IM) were surveyed to assess the importance of 907 anatomical structures, or groups of structures, across all anatomical regions from a curated list based on the boldface terms in four primary anatomy texts. There were no statistically significant differences in the ratings of structures between the two groups for any anatomical region. In total, 17.0% of structures, or groups of structures, were classified as essential, 58.0% as more important, 24.4% as less important, and 0.7% as not important. FM residents rated tissues classified as skeleton, nerves, fasciae, anatomical spaces, blood vessels, lymphatics, and surface anatomy (p < 0.0001) significantly higher than IM residents, but there were no differences in the rating of muscles or organs (p > 0.0056). It was notable that 100.0% of cranial nerves were classified as essential, and 94.5% of surface anatomy structures were classified as essential or more important. It is proposed that results of this study can serve to inform curricular development and revision.

Learning anatomy is similar to building a house; if the foundation is strong then it will last for a lifetime. This subject is definitely difficult and filled to the brim with details, but the basics keep cropping up time and time again. You will constantly use them as reference when learning new anatomical concepts, thus mastering the fundamentals is essential.

Before we move to the specific terminology, a quick reminder that the wonderful thing about human anatomy terms, is that in many cases, the names of anatomy related content are incredibly helpful if you just understand that often the words can be broken down into different parts that have meanings (prefixes and suffixes).

The most basic anatomy concept, and equally the most important, is orientation. All structures and the relationships between them are referenced to the standard anatomical position. In this orientation, the person is considered to be standing upright, with the arms hanging by the side, palms facing forward, and thumbs pointing away from the body. The feet are slightly parallel, and toes oriented to the front. To compare the location of body parts relative to each other, anatomy uses some universal directional terms: anterior, posterior, ventral, dorsal, distal, proximal, medial, lateral, median, superior, inferior, external, internal, frontal, occipital, rostral, caudal, superficial, deep, central, peripheral, ipsilateral, contralateral, cranial, and cephalic.

The entire human body is divided into regions, an approach called regional anatomy. Each main area (head, neck, thorax, abdomen, upper, and lower extremities) are divided into several smaller regions that aid compartmentalization.

In addition to the regional approach, there is the surface anatomy approach. Here, the evident and palpable surface features of the body are described. There are common ones to both males and females, but also gender specific surface markers.

There are approximately 79 human anatomy organs, although there is no standard or universally accepted number. What would the result be if every one of these organs worked independently? Chaos! Therefore, they function in groups called systems. An organ system consists of many organs working together to accomplish similar tasks and reach a common goal. There are eleven systems in the human body: circulatory (blood supply), respiratory (breathing), digestive (digestion and absorption), nervous (sensation and movement), excretory (waste elimination), endocrine (hormonal control), reproductive, lymphatic (defence), skeletal (support), and muscular (movement) systems. The last two are usually combined together into the musculoskeletal system.