INGLESE

Lo studente deve essere in grado di condurre una corretta diagnosi di
immagini anatomiche di superficie, di sezioni o di apparati o di loro parti.
Condurre una corretta diagnosi di immagini anatomiche ottenute
mediante techniche radiologiche e similari, quali esami radiografici,
esami radiografici ottenuti con mezzi radiopachi, esami tomografici
assiali computerizzati (TAC), esami ecografici, esami ottenuti mediante
risonanza magnetica nucleare (RMN), e successive elaborazioni (DTI,
fMRI). Condurre una corretta diagnosi di organo e regione al microscopio
ottico, con individuazione e descrizione dei componenti anatomo
microscopici del preparato in osservazione.

Gray's Anatomy for Students, 5th Edition ELSEVIER
Histology: A Text and Atlas, with Correlated Cell and Molecular Biology, 6th
Edition by Michael H. Ross and Wojciech Pawlina
The Central Nervous System by Per BRODAL Fifth edition OXFORD
UNIVERSITY PRESS
THIEME Atlas of Anatomy, Latin Nomenclature, Three Volume Set, Third Edition

Lo scopo medico-pedagogico dello studio dell’Anatomia Umana   quello di
consentire agli studenti del corso di laurea in medicina e chirurgia nel futuro ruolo
di medici, di comunicare efficacemente con i colleghi, di comprendere e
utilizzare la terminologia anatomica internazionale (FCAT), al fine di
descrivere la struttura normale del corpo umano, nell’ambito dei settori di
Anatomia Umana, Radiologica, Clinica, Microscopica e Neuroanatomia,

NO

DIDATTICA FRONTALE,DIDATTICA A GRUPPI PER STUDIO AL
MICROSCOPIO, STUDIO MEDIANTE IMAGING ECOGRAFICO ED ECOCOLOR
DOPPLER, STUDIO DI IMMAGINI CT, RM, XRAY

Al termine del I semestre del CI di Anatomia Umana, non   previsto
svolgimento di esame

 OBBLIGATORIA LA PARTECIPAZIONE MINIMO AL AL 75% PER CENTO
DELLA DIDATTICA FRONTALE e ALLA DIDATTICA di FORMAZIONE PROFESSIONALIZZANTE

Colonna vertebrale
Lo studente in medicina deve essere in grado di riconoscere i tratti
caratteristici delle vertebre delle cinque regioni della colonna vertebrale,
sapere come la colonna vertebrale si articola nel suo insieme, si muove e
come le sue normali curvature si sviluppano e stabilizzano . Deve essere
in grado di interpretare le relative immagini cliniche, di distinguere le
deviazioni dal normale, sapere l'organizzazione dei contenuti del canale
vertebrale cio  le meningi , midollo spinale, radici nervose spinali , nervi
spinali e loro particolari relazioni con le vertebre e le articolazioni del
rachide. Queste conoscenze costituiscono la base per la comprensione di
patologie vertebrali comuni quali il “comune” mal di schiena, il prolasso
di un disco intervertebrale, le lesioni a carico del midollo spinale e dei
nervi. Lo studente in medicina deve essere in grado di descrivere
anatomicamente le fasi relative alla procedura di atti medici quali la
rachicentesi e l’anestesia epidurale e regionale. Lo studente di medicina
deve avere una appropriata conoscenza delle caratteristiche
dell’anatomia di superficie e dei muscoli al fine di poter in seguito
apprendere le procedure per una corretta valutazione delle strutture
locomotorie. Deve avere una conoscenza dei dermatomeri e la relativa
distribuzione dei nervi periferici, conoscere le funzioni dei gruppi
muscolari e la loro innervazione, al fine di poter in seguito apprendere la
tecnica per poter eseguire un corretto esame neurologico di base del
tronco e degli arti.
Arto superiore
Lo studente in medicina deve essere in grado di riconoscere le principali
caratteristiche palpabili e di imaging delle ossa dell'arto superiore,
conoscere i siti delle fratture comuni e relative complicazioni. Deve
essere a conoscenza dei fattori che influenzano la stabilit  delle
articolazioni di spalla, gomito, polso e articolazioni interfalangee al fine di
comprendere nel prosieguo degli studi, la natura e le conseguenze delle
comune lesioni. Allo scopo di apprendere nel corso di laurea le procedure
cliniche in modo sicuro ed efficace, lo studente deve essere in grado di
descrivere le naturali relazioni e distribuzione delle principali strutture
neurovascolari dell’ arto superiore. Deve essere in grado di descrivere e
rilevare i principali punti di repere dei diversi polsi arteriosi, posizione
delle vene (per un corretto accesso venoso) e conoscere i luoghi comuni
di lesioni dei nervi periferici e dei loro possibili effetti funzionali (lesioni
del plesso brachiale, nervo ascellare, radiale, ulnare e lesioni del nervo
mediano). Deve essere in grado di spiegare la base anatomica delle
comuni morbidit  a carico dell'arto superiore (le lesioni della cuffia dei
rotatori, la sindrome del tunnel carpale ) e le vie anatomiche di diffusione
di processi infiammatori e/o infettivi nell'arto. Deve essere in grado di
descrivere l'organizzazione dei linfonodi ascellari e le vie di drenaggio
linfatico della mammella e spiegare le basi anatomiche che influenzano
l'incidenza in relazione alla diffusione metastatica del cancro del seno e
del melanoma .
Arto inferiore
Lo studente in medicina deve essere in grado di riconoscere le principali
caratteristiche palpabili e di imaging delle ossa dell’ arto inferiore,
conoscere i principali siti di fratture comuni (collo e diafisi di femore, tibia
e perone) e l’anatomia che sottende le possibili complicazioni che
potrebbero derivare da queste. Deve essere in grado di spiegare i fattori
che determinano e modulano la stabilit  dell'anca, del ginocchio e della
caviglia, le lesioni legamentose comuni, al fine di essere in grado di
apprendere la procedura clinica per verificare l'integrit  dei legamenti.
Allo scopo di poter eseguire, nel corso degli studi, le procedure cliniche in
modo sicuro ed efficace, lo studente deve essere in grado di descrivere il
corso e la distribuzione delle principali strutture neurovascolari dell'arto
Testi in inglese
quando si effettua una iniezione intramuscolare), essere in grado di
indicare i principali punti di repere del polso arterioso (femorale, popliteo,
tibiale posteriore e dorsale del piede) , la posizione delle principali vene
(per l’esposizione chirurgica, praticata in emergenza per l’accesso venoso
e per la valutazione delle vene varicose). Deve conoscere le sedi comuni
dei nervi per comprenderne le lesioni e i possibili effetti funzionali di tali
danni (ad esempio sciatico e nervo peroneo comune al collo del perone ).
Deve avere una conoscenza di anatomia di superficie, dei dermatomeri e
della distribuzione dei relativi nervi periferici, conoscere accuratamente
le funzioni dei principali gruppi muscolari e la loro innervazione al fine di
possedere una base neuroanatomica per poter apprendere negli anni
successivi con cognizione di causa l’esame dell'arto inferiore. Lo studente
deve conoscere l'organizzazione dei linfonodi inguinali e le vie
anatomiche responsabili del drenaggio linfatico dell'arto, dei tegumenti
del tronco e del perineo. Deve conoscere l’organizzazione delle fascie
profonde degli arti inferiori e la loro rilevanza anatomica per
comprendere le sindromi compartimentali. I meccanismi
anatomofunzionali che permettono il ritorno del sangue dalle gambe al
cuore e come alterazioni di questi meccanismi possano causare lo
sviluppo di varici, trombosi venose profonde ed embolia.
Testa e collo
Lo studente in medicina deve essere in grado di riconoscere le principali
caratteristiche palpabili e di imaging del cranio e della colonna cervicale
per essere in grado di interpretare le immagini mediche pertinenti. Lo
studente, al fine di poter apprendere, nel corso degli studi, agevolmente,
l'esame clinico della testa e del collo deve conoscere la posizione, i
rapporti delle strutture neurovascolari, della rete venosa e il drenaggio
linfatico delle seguenti principali strutture: corso e distribuzione dei nervi
cranici, orecchio e tuba faringotimpanica, occhi, palpebre e congiuntiva,
cavit  nasali e seni paranasali , cavit  orale e lingua, tonsille, palato
molle, faringe, ghiandole salivari, laringe e trachea, tiroide e ghiandole
paratiroidi e contenuto della guaina carotidea. Lo studente in medicina
deve essere in grado di descrivere le fascie e gli spazi fasciali del collo in
relazione alla diffusione delle infezioni. Queste conoscenze sono
necessarie per comprendere nel corso degli studi le sordit  trasmissive e
neurosensoriali, l’otalgia e le probabili fonti di dolore riferito all'orecchio,
le paralisi del nervo facciale, le epistassi, le tonsilliti, la disfagia,
l’ostruzione delle vie aerifere superiori, lo stridore infantile, le sinusiti, le
paralisi delle corde vocali e la raucedine, le tumefazioni del collo e delle
ghiandole salivari. Lo studente in medicina deve avere accurata
conoscenza anatomica per poter descrivere le vie aeree, al fine di
apprendere nel corso degli studi la tecnica per inserire un tubo
endotracheale o nasogastrico, ed eseguire una tracheotomia o una
laringotomia. Deve avere una conoscenza dell’anatomia di superficie, dei
territori di distribuzione dei nervi cranici, della sede e delle funzioni dei
principali muscoli della testa e del collo e della loro innervazione al fine di
poter sviluppare nel corso degli studi le capacit  per eseguire un esame
neurologico di base.
Per tutte le strutture, l'enfasi va posta su quelle parti che sono pi 
comunemente coinvolte in processi patologici o in procedure
interventistiche. Per il sistema muscolo-scheletrico, l'attenzione va posta
sui punti di repere e la conoscenza radiologica dello scheletro, sui
legamenti maggiormente coinvolti in patologie, sui gruppi muscolari e su
singoli muscoli in termini funzionali con particolare riferimento alla loro
innervazione da parte dei nervi spinali . Per il sistema cardiovascolare si
richiede un buona conoscenza del cuore dei vari punti di pulsazione
arteriosa e dei segmenti arteriosi maggiormente esposti a danno e
studiati mediante tecniche di eco-doppler, i punti di accesso venoso, una
ottima conoscenza delle vie di drenaggio linfatico. Per il sistema nervoso
periferico l'accento deve essere alle arre di distribuzione cutanea e ai
gruppi muscolari

English

A medical student should be able to:
1. Define and demonstrate the following terms relative to the anatomical
position: medial,
lateral, proximal, distal, superior, inferior, deep, superficial, palmar,
plantar, anterior/ventral,
posterior/dorsal, rostral, caudal.
2. Describe the following anatomical planes: axial / transverse /
horizontal, sagittal and
coronal.
3. Define and demonstrate the terms used to describe the movements of
the limbs and
vertebral column: flexion, extension, lateral flexion, pronation,
supination, abduction,
adduction, medial and lateral rotation, inversion, eversion, plantarflexion,
dorsi-flexion,
protraction, retraction and circumduction.
4. Define the terms somatic and visceral when used to describe parts and
systems (e.g.
somatic and visceral motor systems) of the body.

Gray's Anatomy for Students, 5th Edition ELSEVIER
Histology: A Text and Atlas, with Correlated Cell and Molecular Biology,
6th Edition by Michael H. Ross and Wojciech Pawlina
The Central Nervous System by Per BRODAL Fifth edition OXFORD UNIVERSITY
PRESS
THIEME Atlas of Anatomy, Latin Nomenclature, Three Volume Set, Third Edition

The medical-pedagogical purpose of the Human Anatomy study is to
enable students of the medical and surgical degree course in the future
role of physicians, to communicate effectively with colleagues, to
understand and use international anatomical terminology (FCAT), in order
to describe the normal structure of the human body, within the areas of
Human Anatomy, Radiology, Clinic, Microscopy and Neuroanatomy, as
required by the MIUR system.

NO

FRONTAL TEACHING, TEACHING IN GROUPS FOR STUDIO AT
MICROSCOPE, STUDY USING ULTRASOUND AND ECO COLOR IMAGING DOPPLER, CT IMAGE STUDY, RM, XRAY

NO EXAM AT THE END OF THIS SEMESTER

A MINIMUM SHAREHOLDING OF 75% PER CENT IS MANDATORY
OF FRONTAL TEACHING AND PROFESSIONAL TRAINING TEACHING

Vertebral Column
A medical student should be able to:
1. Describe the main anatomical features of a typical vertebra. Identify
the atlas, axis,
typical cervical, thoracic, lumbar vertebrae and sacrum and recognise
their characteristic
features.
2. Describe the structures, regions and functions of the vertebral column.
Describe the
range of movement of the entire vertebral column and its individual
regions. Explain what
makes spinal injuries stable and unstable.
3. Describe the anatomy of intervertebral facet joints and intervertebral discs. Explain the
role of the discs in weight-bearing by the vertebral column and give
examples of common
disc lesions, and how they may impinge upon spinal nerve roots and / or
the spinal cord.
4. Describe the anatomy of a spinal nerve (e.g. as exemplified by a
thoracic spinal nerve,
including its origin from dorsal and ventral spinal roots, its main motor
and cutaneous
branches and any autonomic component.
5. Identify the muscle and ligaments of the vertebral column and surface
features in order
to be able to perform an examination of the back, discuss their functional
role in stability
and movement of the vertebral column.
6. Describe the anatomical relationships of the meninges to the spinal
cord and dorsal and
ventral nerve roots, particularly in relation to root compression and the
placement of
epidural and spinal injections. Describe the anatomy of lumbar puncture.
7. Interpret standard diagnostic images of the vertebral column and be
able to recognise
common abnormalities.
Upper Limb
A medical student should be able to:
1. Describe and demonstrate the main anatomical landmarks of the
clavicle, scapula,
humerus, radius and ulna. Recognise the bones of the wrist and hand and
their relative
positions, identify those bones that are commonly damaged (scaphoid
and lunate).
2. Describe the close relations of the bones and joints (e.g. bursae, blood
vessels, nerves
ligaments and tendons), which may be injured by fractures or dislocation
and predict what
the functional effects of such damage might be.
3. Describe the fascial compartments delimiting the muscles of the upper
limb. Explain the
functional importance of those compartments and their contents.
4. Describe the origin, course and distribution of the arteries and their
branches that supply
the shoulder, arm and forearm in relation to common sites of injury.
Explain the importance
of anastomoses between branches of these arteries at the shoulder and
in the upper limb.
5. Demonstrate the sites at which pulses in the brachial, radial and ulnar
arteries may be
located.
6. Describe the courses of the veins of the upper limb; classify and
contrast the functions
of the deep and superficial veins. Identify the common sites of venous
access and
describe their key anatomical relations. Explain the relationship between
venous and
lymphatic drainage channels.
7. Describe the organisation of the brachial plexus, its origin in the neck
and continuation
to the axilla and upper limb.
8. Describe the origin, course and function of the axillary, radial,
musculocutaneous,
median and ulnar nerves in the arm, forearm, wrist and hand. Name the
muscles that
these nerves supply as well as their sensory distribution. Predict the
consequences of
injury to these nerves and describe how to test their functional integrity.
9. Describe the boundaries of the axilla. List its contents, including the
vessels, parts of the
brachial plexus and lymph node groups. 10. Describe the movements of the pectoral girdle; identify the muscles
responsible for its
movements and summarise their main attachments and somatic motor
nerve supply.
11. Describe the factors that contribute to the stability of the shoulder
joint and explain the
functional and possible pathological consequences of its dislocation.
12. Describe the anatomy of the elbow joint. Demonstrate the
movements of flexion and
extension, identify the muscles responsible for these movements and
summarise their
main attachments and somatic motor nerve supply.
13: Describe the anatomy of the superior and inferior radio-ulnar joints.
Explain the
movements of supination and pronation; identify the muscles responsible
for these
movements and summarise their attachments and somatic motor nerve
supply.
14. Describe the anatomy of the wrist. Describe and demonstrate
movements at these
joints and name and identify the muscles responsible for the movements.
Describe the
relative positions of the tendons, vessels and nerves at the wrist in
relation to injuries.
15. Name and demonstrate the movements of the fingers and thumb.
Describe the
position, function and nerve supply of the muscles and tendons involved
in these
movements, differentiating between those in the forearm and those
intrinsic to the hand.
16. Explain the main types of grip (power, precision and hook) and the
role of the muscles
and nerves involved in executing them.
17. Describe the position and function of the retinacula of the wrist and
the tendon sheaths
of the wrist and hand. Explain carpal tunnel syndrome and the spread of
infection in
tendon sheaths.
18: Explain why and describe where the axillary, musculocutaneous,
radial, median and
ulnar nerves are commonly injured and be able to describe the functional
consequences of
these injuries.
19. Explain the loss of function resulting from injuries to the different
parts of the brachial
plexus. Demonstrate how to test for motor and sensory nerve function.
20. Describe the anatomical basis of: the assessment of cutaneous
sensation in the
dermatomes of the upper limb, tendon jerk testing of biceps and triceps
and comparative
strength tests.
21. Describe the anatomy of the axillary lymph nodes and explain their
importance in the
lymphatic drainage of the breast and the skin of the trunk and upper limb
and in the spread
of tumours.
22. Interpret standard diagnostic images of the upper limb and be able to
recognize
common abnormalities
Lower Limb
A medical student should be able to:
1. Recognise the features and surface landmarks of the pelvis, femur,
tibia, fibula, ankle
and foot. Demonstrate their palpable and imaging landmarks. Appreciate
which bones and
joints are vulnerable to damage and what the consequences of such
damage could be.
2. Describe the close relations of the bones and joints (e.g. bursae, blood vessels, nerves
ligaments and tendons), which may be injured in fractures or dislocations
and predict what
the functional effects of such damage would be.
3. Describe the fascial compartments enclosing the muscles and explain
the functional
importance of these compartments and their contents in relation to
compartment
syndromes.
4. Demonstrate the origin, course and branches of the arteries that
supply the hip, gluteal
region, thigh, leg, ankle and foot. Explain the functional significance of
anastomoses
between branches of these arteries at the hip and knee.
5. Demonstrate the locations at which the femoral, popliteal, dorsalis
pedis and posterior
tibial pulses can be felt.
6. Demonstrate the course of the principal veins of the lower limb.
Explain the role of the
perforator vein connections between the superficial and deep veins and
the function of the
‘muscle pump’ for venous return to the heart. Describe the sites of
venous access that can
be used for ‘cut- down’ procedures in emergencies.
7. Outline the origin of the lumbosacral plexus and the formation of its
branches.
8. Describe the origin, course and function of the sciatic, femoral,
obturator, common
peroneal and tibial nerves, sural and saphenous nerves and summarise
the muscles that
each supplies as well as their sensory distribution.
9. Describe the structure and movements of the hip joint. Summarise the
muscles
responsible for these movements, their innervation and main
attachments.
10. Describe the structures responsible for stability of the hip joint and
their relative
contribution to maintaining the lower limb in different positions.
11 Describe the structures at risk from a fracture of the femoral neck or
dislocation of the
hip and explain the functional consequences of these injuries.
12. Describe the boundaries of the femoral triangle and the anatomical
relationships of the
femoral nerve, artery, vein and lymph nodes to each other and to the
inguinal ligament,
with particular regard to arterial blood sampling and catheter placement.
13. Describe the anatomy of the gluteal (but- tock) region and the course
of the sciatic
nerve within it. Explain how to avoid damage to the sciatic nerve when
giving
intramuscular injections.
14. Describe the structure and movements of the knee joint. Summarise
the muscles
responsible for these movements, their innervation and main
attachments.
15. Describe the close relations of the knee joint including bursae and
explain which
structures may be injured by trauma (including fractures and dislocation)
to the knee.
Identify the factors responsible for maintaining the stability of the knee
joint. Describe the
menisci, ligaments and the locking mechanism close to full extension.
Explain the
anatomical basis of tests which assess the integrity of the cruciate
ligaments.
Describe the boundaries and contents of the popliteal fossa.
16. Describe the anatomy of the ankle joint. Explain the movements of
flexion, extension, plantarflexion, dorsiflexion, inversion and eversion. Describe the muscles
responsible for
these movements, their innervation and their attachments.
17. Describe the factors responsible for stability of the ankle joint,
especially the lateral
ligaments, and explain the anatomical basis of “sprain” injuries.
18. Describe the arches of the foot and the bony, ligamentous and
muscular factors that
maintain them.
19. Describe the movements of inversion and eversion at the subtalar
joint, the muscles
responsible, their innervation and main attachments.
20. Describe the anatomical basis (nerve root or peripheral nerve) for loss
of movements
and reflexes at the knee and ankle resulting from spinal injuries, disc
lesions and common
peripheral nerve injuries. Describe the dermatomes of the lower limb and
perineum used
to assess spinal injuries.
21. Describe the structures at risk to a fracture of the femoral neck or
dislocation of the hip
and describe the functional consequences of these conditions.
22. Describe the lymphatic drainage of the lower limb and its relationship
to tumour
spread.
23. Discuss the structures of the lower limb that may be used for
autografts.
24. Interpret standard diagnostic images of the lower limb and be able to
recognise
common abnormalities.
Head and Neck
A medical student should be able to:
1. Demonstrate the position, palpable and imaging landmarks of the
bones of the skull,
including the frontal, parietal, occipital, temporal, maxilla, zygoma,
mandible, sphenoid,
nasal and ethmoid bones. Demonstrate the palpable position of the hyoid
bone, thyroid
and cricoid cartilages, lateral mass of the atlas and the spine of C7.
Demonstrate the
sutural joints and describe the fontanelles of the fetal skull.
2. Describe the boundaries, walls and floors of the cranial fossae.
3. Identify the external and internal features of the cranial foraminae and
list the structures
that each transmits.
4. Demonstrate the position of the anterior and posterior triangles of the
neck defined by
the sternum, clavicle, mandible, mastoid process, trapezius and
sternocleido-mastoid.
5. In the posterior triangle, demonstrate the position of the spinal
accessory nerve, the
roots and trunks of the brachial plexus, the external jugular vein and
subclavian vessels in
relation to penetrating neck trauma.
6. In the anterior triangle, demonstrate the position of the common,
internal and external
carotid arteries, the internal jugular vein and vagus nerve, the trachea,
thyroid cartilage,
larynx, thyroid and parathyroid glands. Explain their significance in
relation to carotid
insufficiency, central venous line insertion, emergency airway
management and diagnosis
of thyroid disease.
7. Describe the location and anatomical relations of the thyroid and
parathyroid glands,
their blood supply and the significance of the courses of the laryngeal
nerves. 8. Demonstrate the origin, course and branches of the common, internal
and external
carotid arteries and locate the carotid pulse.
9. Describe the courses of the accessory, vagus and phrenic nerves in the
neck.
10. Identify the structures passing between the neck and the thorax.
Describe the courses
and relationships of the subclavian arteries and veins.
11. Describe the anatomy of the scalp, naming its individual layers.
Describe the blood
supply of the scalp and its significance in laceration injuries.
12. Demonstrate the extracranial course of the branches of the facial
nerve. Desscribe the
muscles of facial expression supplied by each branch and describe the
consequences of
injury to each branch.
13. Describe the intracranial and intrapetrous course of the facial nerve
and the
relationships of its branches to the middle ear in relation to damage of
the nerve
within the facial canal.
14. Describe the anatomy of the temporo-mandibular joint. Explain the
movements that
occur during chewing and describe the muscles involved including their
innervation.
Explain what occurs in anterior joint dislocation and relocation.
15. Describe the origin, function and branches of the sensory and motor
components of
the trigeminal nerve.
16. Describe the origins and summarise the courses and major branches
of the facial and
maxillary arteries, including the course and intracranial relations of the
middle meningeal
artery and its significance in extradural haemorrhage.
17. Describe the relationship of the termination of the facial vein
(draining into the internal
jugular vein) and the mandibular branch of the retromandibular vein
(supplying facial
muscles controlling the angle of the mouth) to the submandibular gland
and related upper
jugular lymph nodes in relation to exploration of this area.
18. Describe the key anatomical relations of the parotid, submandibular
and sublingual
salivary glands, the course of their ducts into the oral cavity and their
autonomic
secretomotor innervation. Appreciate the narrow points of the ducts in
relation to salivary
stone impaction.
19. Demonstrate the features and boundaries of the oral cavity and
describe its sensory
innervation.
20. Describe the functional anatomy of the tongue, including its motor
and sensory
innervation and the role of the extrinsic and intrinsic muscles. Explain the
deviation of the
tongue after hypoglossal nerve injuries.
21. Describe the anatomical arrangement and functional significance of
the lymphoid
tissue in the tonsils, pharyngeal, and posterior nasal walls.
22. Describe the muscles that compose the pharyngeal walls and move
the soft palate;
summarise their functions and nerve supply. Describe the components of
the gag reflex.
23. Describe the hyoid bone and cartilages of the larynx. Explain how
these structures are
linked together by the thyrohyoid, cricothyroid, and quadrangular
membranes.
24. Describe the intrinsic and extrinsic laryngeal muscles responsible for closing the
laryngeal inlet, controlling vocal cord position and tension. Explain how
these muscles
function during phonation, laryngeal closure, the cough reflex and
regulation of
intrathoracic pressure.
25. Describe the origin, course and functions of the motor and sensory
nerve supply of the
larynx and the functional consequences of injury to them.
26. Describe the stages of swallowing and the functions of the muscles of
the jaw, cheek,
lips, tongue, soft palate, pharynx, larynx and oesophagus during
swallowing.
27. Describe the location, actions and nerve supply of the intrinsic and
extra-ocular
muscles and apply this knowledge to explain the consequences of injury
to the nerve
supply of these muscles.
28. Describe the anatomy of the eyelids, conjunctiva and lacrimal glands.
Explain their
importance for the maintenance of corneal integrity.
29. Describe the functional anatomy of the external auditory meatus,
tympanic membrane,
ear ossicles and auditory tube, together with their major anatomical
relations.
30. Describe the bones of the nasal cavity and the major features of the
lateral wall of the
nasal cavity. Describe the major arteries that supply the lateral wall and
nasal septum in
relation to nosebleeds.
31. Name the paranasal sinuses, describe their relationships to the nasal
cavities and sites
of drainage on its lateral wall and explain their innervation in relation to
referred pain.
32. Describe the arrangement of the dura mater, and its main reflections
within the cranial
cavity and their relationship to the major venous sinuses and the brain
itself.
33. Describe the arrangement of the venous sinuses of the cranial cavity;
explain the
entrance of cerebral veins into the superior sagittal sinus in relation to
subdural
haemorrhage, and how connections between sinuses and extracranial
veins may permit
intracranial infection
34. Describe the relationships between the brain and the anterior, middle
and posterior
cranial fossae.
35. Describe the anatomy of the motor and sensory nerves to the head
and neck and
apply this to a basic neurological assessment of the cranial nerves and
upper cervical
spinal nerves.
36. Describe the sympathetic innervation of the head and neck and the
features and
casual lesions in Horner’s syndrome.
37. Demonstrate the positions of the external and internal jugular veins
and the surface
landmarks that are used when inserting a central venous line.
38. Describe the arrangement of the lymphatic drainage of the head and
neck, the groups
of lymph nodes and the potential routes for the spread of infection and
malignant disease.
39. Interpret standard diagnostic images of the head and neck and be
able to recognise
common abnormalities.
40. Describe the anatomical microscopical structure at light and electron
microscopy level of all head and neck viscera