ITALIANO

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: ANATOMIA SISTEMATICA E REGIONALE PER STUDENTI - V edizione 2026.
Barr: Il Sistema Nervoso dell'Uomo Basi di Neuroanatomia J.A. Kiernan – N. Rajakumar -
EDISESIL SISTEMA NERVOSO CENTRALE, NIEUWENHUYS, VOOGD, VAN
HUIJZEN, Ed. SPRINGER-VERLAG ITALIA, 2010 disponibile per il download
gratuito sulla biblioteca di Ateneo PROMETEUS ATLANTE DI ANATOMIA
UMANA Ed. EDISES

Lo scopo medico-pedagogico dello studio dell’Anatomia Umana è quello
di consentire agli studenti del corso di laurea in medicina e chirurgia nel
futuro ruolo di medici, di descrivere la struttura normale del corpo
umano, 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,
come previsti dall’ordinamento del MUR

conoscenza parlata e scritta della lingua Italiana

DIDATTICA FRONTALE, DIDATTICA A GRUPPI PER LO STUDIO DI SEGMENTI
SCHELETRICI, STUDIO DI PREPARATI MACRO E 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 è previsto
lo svolgimento di esame,

La presenza alle lezioni del corso deve essere non meno del 75% la presenza alle attività formative professionalizzanti non inferiore al 90%. Il corso ha una struttura di anatomia sistematica per regioni.
Al link
https://www.unicampania.it/index.php/biblioteche/e-book?view=article&id=9701:ebook-springer-medicina-2023-eng&catid=366
c'è una ampia scelta di testi che possono supportare lo studio.
Ampia scelta di video di dissezione della famosa opera Acland anatomy possono essere visualizzati e studiati sul sito https://aclandanatomy.com/
Si consiglia alo studente di studiare durante il corso le regioni anatomiche trattate dal docente e di non rimandare a fine corso lo studio. Indispensabile che lo studente partecipi molto ben preparato alle attività formative professionalizzanti, altrimenti la partecipazione sarà un inutile perdita di tempo.

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 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 stabilità delle articolazioni di spalla, gomito, polso e
articolazioni interfalangee al fine di comprendere nel prosieguo degli
studi, la natura e le conseguenze delle comuni 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 morbidità 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 stabilità 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'integrità 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
inferiore (ad esempio, al fine di evitare di danneggiare il nervo sciatico
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 fasce 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 , cavita 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 fasce e gli spazi fasciali del collo in relazione alla diffusione
delle infezioni. Queste conoscenze sono necessarie per comprendere nel
corso degli studi le sordità 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
capacità 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 una 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 aree di distribuzione cutanea e ai gruppi muscolari

Italian

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: ANATOMIA SISTEMATICA E REGIONALE PER STUDENTI - V edizione 2026
Barr: Il Sistema Nervoso dell'Uomo Basi di Neuroanatomia J.A. Kiernan – N. Rajakumar -
EDISESIL SISTEMA NERVOSO CENTRALE, NIEUWENHUYS, VOOGD, VAN
HUIJZEN, Ed. SPRINGER-VERLAG ITALIA, 2010 disponibile per il download
gratuito sulla biblioteca di Ateneo PROMETEUS ATLANTE DI ANATOMIA
UMANA Ed. EDISES

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.

knowledge of the Italian language, university level

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

At the end of the first semester of the Human Anatomy IC, there will be
no exam.

Attendance at lectures is required at least 75%, and attendance at professional development activities is required at least 90%. The course is structured around systematic anatomy by regions.
At the link
https://www.unicampania.it/index.php/biblioteche/e-book?view=article&id=9701:ebook-springer-medicina-2023-eng&catid=366
there is a wide selection of texts to support study.
A wide selection of dissection videos from the famous Acland Anatomy can be viewed and studied at https://aclandanatomy.com/
Students are advised to study the anatomical regions covered by the instructor during the course and not to postpone their study until the end of the course. It is essential that students participate in professional development activities thoroughly prepared, otherwise participation will be a waste of time.

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 radioulnar
joints. Explain the movements of supination and pronation; identify
the muscles responsible for these movements and summarise them
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 grips (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 supply as well as their sensory
distribution. 9. Describe the structure and movements of the hip joint.
Summarise the muscles responsible for these movements, them
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 sternocleidomastoid.
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