3 24 Part 3
In order to describe the relationship between the various body parts, we need to use standard directional terms to describe the relative position of the various body parts. For example, in Figure 3, you can see the sternum, or breastbone. It is in front of the lungs – in anatomical terms, anterior to them. Or, to put it another way, the lungs are posterior to the sternum. From this you can see that posterior and anterior are opposite in meaning – behind and in front. You can also see in Figure 3 that the heart is above the stomach. In anatomical terms, it is superior to the stomach – or the stomach is inferior to the heart. In Figure 4, you can see the same terms or anatomical
planes quite clearly: superior, inferior, etc. But, as you can see, there are others. Medial indicates a location towards the centre of the body, and lateral indicates one towards either side of the body. Proximal indicates the body part is nearer to the attachment of a limb to the trunk, and distal indicates it is further away. Finally, where a part is nearer the surface of the body it is referred to as superficial, while deep refers to a position away from the surface of the body. Sometimes it is necessary to describe the absolute position of the organs in the body, rather than their relationship to other organs. To do this we use the three anatomical planes. These are imaginary lines which cut the body into segments or parts. The frontal plane passes through both ears, dividing the body in two pieces vertically, from front to back. The median plane passes through the nose, dividing the body, again vertically, in the other direction, into two halves – left and right. The transverse plane passes through the waist, dividing the body horizontally from top to bottom. This allows us to establish the exact position of an organ relative to the planes.
D 25
Set for pairwork, and play Part 4. Elicit key points as a whole-class activity.
Answer
T e anatomical planes are used in CT and MRI scanning machines to analyze structures as well as possible disease. 25
Part 4
So, to recap, we have been looking at the structures of the human body and their relationship to each other. So far, we have looked at the anatomical position, the anatomical planes and the regions of the body, as well as the
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3.4 Extending skills
the upper limbs connected to the trunk. The upper limbs consist of the shoulders, arms, forearms, wrists and hands. These elements are on either side, of course. So that’s the upper limbs. The lower limbs attach to the trunk at the groin and are made up of the buttocks, legs, ankles and feet.
terminology relative to these that you will be employing in your studies and with your colleagues later on in your clinical practice. On a final note, you might be interested to know that anatomical planes are also used in more advanced areas of medicine – they are frequently used in CT and MRI scans to enable doctors to visualize muscle, bone, lung and other soft tissues, as well as pathologies or disease. Anyway, I’d like to finish there for now, so thank you for participating today.
E
SKILLS BANK 3.2 Asking for information
Remind students that it is important to know how to ask for additional information, both from their classmates and from their lecturers. T ey have already covered the phrases for asking for information from other students. T is activity will help them to revise phrases for asking for information from a lecturer, as in Skills Bank 3.2.
26
Set for individual work and pairwork checking. Play the recording, and feed back verbally.
Answers
1. Could you go over the bit about the anatomical planes again?
2. I wonder if you could repeat the anatomical name for the breastbone?
3. I didn’t quite understand what you said about the transverse plane.
4. Would you mind giving the information on the divisions between the regions again?
26
1. Could you go over the bit about the anatomical planes again?
2. I wonder if you could repeat the anatomical name for the breastbone?
3. I didn’t quite understand what you said about the transverse plane.
4. Would you mind giving the information on the divisions between the regions again?
F Set for pairwork and general feedback.
If students are fi nding it diffi cult to come up with ideas, suggest that they consider some of the predictions they made about the lecture at the beginning of the lesson. Are there any questions which have not been answered?
Some possible ideas are given below.
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