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 per regione Edra, 2025 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

Durante le ore di didattica a gruppi verifica del grado di comprensione della disciplina

OBBLIGATORIA LA PARTECIPAZIONE MINIMO AL AL 75% PER CENTO DELLA DIDATTICA FRONTALE IN AULA E MINIMO AL 90 % DELLA DIDATTICA A GRUPPI

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 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 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 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 per regione Edra, 2025 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 MUR system

spoken and written knowledge of the Italian language

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

During group teaching hours, the level of understanding of the subject is verified.

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