Anatomy Guide

Author: Dong Xian
Publisher:
Publish Date: 2005-09-01
Features: This is a learning guide for human anatomy, not just a traditional experimental guide, suitable for clinical and nursing professionals. The content includes: (1) Learning approach and key points of clinical application; (2) Basic concepts; (3) Comprehensive thinking of knowledge; (4) Requirements for identifying specimens and living bodies, and assignments. The first 1/4 of the book is questions, and the last 3/4 is reference answers and more. This book covers basic knowledge of systemic anatomy, histology and embryology, and physiology. If these three subjects are combined for teaching, this book will be more convenient for students to use. This book focuses on guiding students to: (1) Understand anatomical knowledge; (2) Apply anatomical knowledge to palpate and locate important anatomical structures on the living body, explain physiological and pathological phenomena, and handle clinical problems; (3) Fully understand the knowledge and skills they should gain from the anatomy course, rather than being limited to rote memorization of morphological knowledge. This book has the following features: ① Application-oriented thinking questions are derived from real case studies, including misdiagnosis, mistreatment, and nursing errors related to anatomy, which are beneficial for transferring anatomical knowledge to the clinical stage and cultivating a rigorous medical attitude; ② Pay attention to accurate anatomical analysis of commonly used clinical diagnosis and treatment operations and the causes of symptoms, such as why external cardiac massage can drive blood circulation, whether to insert a stomach tube with the head raised and neck extended or with the head lowered and neck flexed for a comatose patient, how to correctly orient a rectal catheter, and the anatomical reasons for "nodding breathing," which are often not well explained in general textbooks. This book provides conclusions after guiding students to think; ③ Considering the difference between undergraduate and vocational education, to adapt to individual teaching requirements, we have classified the thinking questions, and those marked with "" are not for vocational students or are only for reference for those with stronger academic abilities; ④ Pay attention to stimulating students' motivation to learn. Some images of lesions included can be displayed at the beginning of the chapter to create a strong impression and curiosity, further increasing interest in learning.