Understanding the Human Body: An Introduction to Anatomy and

219 Pages·2012·2.42 MB·English

by  Anthony A. Goodman

oT pic
“Pure intellectual stimulation that can be popped into Science Subtopic
the [audio or video player] anytime.” & Mathematics Biology
—Harvard Magazine
“Passionate, erudite, living legend lecturers. Academia’s
best lecturers are being captured on tape.” Understanding
—The Los Angeles Times
the Human Body:
“A serious force in American education.”
—The Wall Street Journal
An Introduction
to Anatomy and Physiology
Course Guidebook
Professor Anthony A. Goodman
Montana State University
Professor Anthony A. Goodman has built his career on
the study, teaching, and practice of medicine. An Adjunct
Professor of Medicine at Montana State University and a
Fellow of the American College of Surgeons, he spent 20
years as a general surgeon in South Florida and worked
aboard the hospital ship for Project HOPE and with the U.S.
Army Medical Corps.
THE GREAT COURSES®
Corporate Headquarters
4840 Westfelds Boulevard, Suite 500
Chantilly, VA 20151-2299
USA
Phone: [phone]
www.thegreatcourses.com
Cover Image: © yo-ichi, 2010. Used under license from Shutterstock.com.
Course No. 160 © 2004 The Teaching Company. PB160A
Understanding the Human Body Guidebook
PUBLISHED BY:
THE GREAT COURSES
Corporate Headquarters
4840 Westfi elds Boulevard, Suite 500
Chantilly, Virginia 20151-2299
Phone: [phone]
Fax: [phone]
www.thegreatcourses.com
Copyright © The Teaching Company, 2004
Printed in the United States of America
This book is in copyright. All rights reserved.
Without limiting the rights under copyright reserved above,
no part of this publication may be reproduced, stored in
or introduced into a retrieval system, or transmitted,
in any form, or by any means
(electronic, mechanical, photocopying, recording, or otherwise),
without the prior written permission of
The Teaching Company.
Anthony Goodman, M.D., F.A.C.S.
Montana State University
r. Goodman received his B.A. degree
from Harvard College and his M.D. from
DCornell Medical College. He trained as
a surgical intern and resident at the University
of Michigan Medical Center in Ann Arbor and
completed his surgical training and chief residency
at the Harvard Surgical Service of Boston City
Hospital, New England Deaconess Hospital,
Lahey Clinic, and Cambridge City Hospital.
Dr. Goodman served as surgeon on the hospital ship for Project H.O.P.E. and
served with the U.S. Army Medical Corps from 1971 to 1973. From 1973
to 1992, he was a general surgeon, specializing in the surgical treatment of
cancer, and was Clinical Associate Professor of Surgery at the University of
Miami School of Medicine.
In 1991, Dr. Goodman was Visiting Professor of Surgery at the Christchurch
Clinical School of Medicine in Christchurch, New Zealand. He has served
as an examiner for the American Board of Surgery and is a Fellow of the
American College of Surgeons and a Diplomate of the American Board
of Surgery. He has been a member of the American Society of Colon and
Rectal Surgeons and the British Association of Surgical Oncology, as well as
founder of the Broward Surgical Society. He has published numerous papers
on both clinical and experimental surgery.
At present, Dr. Goodman is Adjunct Professor in the Department of
Microbiology, Montana State University, and Adjunct Professor in the
W.W.A.M.I. Medical Sciences Program at Montana State University, where
he teaches gross anatomy.
Dr. Goodman is also the author of a work of historical ¿ ction, The Shadow
of God: A Novel of War and Faith (Sourcebooks Landmark, Naperville,
IL, 2002). Ŷ
i
Disclaimer
These lectures on Human Anatomy and Physiology are intended to increase
the understanding of the structure and function of the human body. They
are in no way designed to be used as medical references for the diagnosis or
treatment of medical illnesses or trauma.
Neither The Teaching Company nor Dr. Goodman can be responsible for
any result derived from the use of this material. Questions of diagnosis
or treatment of medical conditions should be brought to the attention of
quali¿ ed medical personnel.
ii
Table of Contents
INTRODUCTION
Professor Biography ............................................................................ i
Disclaimer ........................................................................................... ii
Course Scope .....................................................................................1
LECTURE GUIDES
LECTURE 1
Cardiovascular System—Anatomy of the Heart ................................4
LECTURE 2
Cardiovascular System—Physiology of the Heart .............................9
LECTURE 3
Cardiovascular System—Anatomy of the Great Vessels .................15
LECTURE 4
Cardiovascular System—Physiology of the Great Vessels ..............21
LECTURE 5
Respiratory System—Anatomy of the Lungs....................................27
LECTURE 6
Respiratory System—Physiology of the Lungs ................................32
LECTURE 7
Nervous System—Anatomy of the Brain ..........................................37
LECTURE 8
Nervous System—Physiology of the Brain .......................................42
LECTURE 9
Nervous System—Spinal Cord and Spinal Nerves ..........................47
LECTURE 10
Nervous System—Autonomic Nervous
System and Cranial Nerves ..............................................................53
iii
Table of Contents
LECTURE 11
Nervous System—The Eyes ...........................................................60
LECTURE 12
Nervous System—The Ears, Hearing,and Equilibrium ....................66
LECTURE 13
Nervous System—Memory...............................................................71
LECTURE 14
Digestive System—
Anatomy of the Mouth, Esophagus, and Stomach ...........................78
LECTURE 15
Digestive System—
Physiology of the Mouth, Esophagus, and Stomach ........................85
LECTURE 16
Digestive System—
Anatomy of the Pancreas, Liver, and the Biliary Tree ......................92
LECTURE 17
Digestive System—
Physiology of the Pancreas, Liver, and the Biliary Tree ...................98
LECTURE 18
Digestive System—
Anatomy of the Small Intestine, Colon, and Rectum ......................105
LECTURE 19
Digestive System—
Physiology of the Small Intestine, Colon, and Rectum ................... 111
LECTURE 20
Endocrine System—The Pituitary and Adrenal Glands ..................119
iv
Table of Contents
LECTURE 21
Endocrine System—Pancreas........................................................127
LECTURE 22
Endocrine System—Thyroid and Parathyroid Glands ....................132
LECTURE 23
Urinary System—Anatomy of the Kidneys, Ureters, and Bladder ..138
LECTURE 24
Urinary System—
Physiology of the Kidneys, Ureters, and Bladder ...........................142
LECTURE 25
Reproductive System—Male ..........................................................149
LECTURE 26
Reproductive System—Female ......................................................158
LECTURE 27
Reproductive System—Physiology of Genetic Inheritance ............168
LECTURE 28
Musculoskeletal System—
Physiology and Physics of the Muscles..........................................177
LECTURE 29
Musculoskeletal System—Anatomy of the Muscles ......................185
LECTURE 30
Musculoskeletal System—Bones ..................................................191
LECTURE 31
Immune System—Anatomy and Physiology ..................................198
LECTURE 32
The Biology of Human Cancer .......................................................205
v
Table of Contents
SUPPLEMENTAL MATERIAL
Bibliography ....................................................................................210
vi
Understanding the Human Body:
An Introduction to Anatomy and Physiology,
2nd Edition
Scope:
his series of lectures will focus on the structure and function of the
human body, its anatomy and physiology. The study of anatomy
Talone, without reference to both the normal and abnormal function of
the human body, has little meaning. However, when studied in the context of
the exquisite and intricate relationships of anatomy to those normal processes
that keep us alive and allow us to reproduce and evolve, the subject becomes
a gripping page-turner.
Human gross anatomy is the study of the structure that can be seen by the
unaided eye. Microscopic anatomy, called histology, is the study of those
structures too small to be seen without the help of a microscope. Together,
they make up the study of the structure of the human body. Gross anatomy is
the single most time-consuming course for the ¿ rst-year medical student, who
spends months in the laboratory dissecting an embalmed human cadaver. This
right to dissect a human body was the result of hard-fought battles with both
church and state, taking place over centuries. It is regarded by physicians and
surgeons as one of the most important privileges in our medical education,
and it is treated with the greatest respect. Disrespect of any kind for those
who donated their bodies for our education is not tolerated.
In the dissection of a cadaver, anatomy is studied using regional anatomy.
Organs are studied in one area at a time, and understanding their relationships
to each other is extremely important. Indeed, it is of utmost importance that
the surgeon is thoroughly knowledgeable about which organs lie directly next
to, above, behind, and beneath each structure that he or she may cut through.
The surgeon cannot afford to be surprised by what is encountered next. The
physician, too, needs to know what relationships the organs bear to each
other and how this will affect the course of disease. A patient with infection
in the appendix, for example, might in some cases show up with pus cells in
the urine, because the right ureter passes very near the inÀ amed appendix. In
1
spite of the pus in the urine, the diagnosis is still appendicitis, not a urinary
tract infection. This kind of problem occurs with some frequency, though the
organ systems involved are not really functionally related. Thus, the study of
regional anatomy is a totally appropriate way for the À edgling doctor to learn
anatomy. Regional anatomy is also the only way to study on a cadaver. One
simply cannot dissect the entire nervous system; then go back and dissect the
vascular system; then, the gastrointestinal system; and so on.
Cadaver dissection and regional anatomy are neither necessary nor practical
for a course such as this. Instead, we will learn anatomy by systems and
depend on illustrations instead of cadavers. When studying physiology, it is
also necessary to deal with systems, not with regions.
We will correlate the ¿ ndings in anatomy with the functioning of the normal
human body, its physiology. Each lecture will concentrate on a particular
organ or organ system, for example, the heart. Then, the next lecture will
examine the physiology of the normally functioning heart. Finally, to make
the connections even more meaningful, we will go into the more common
clinical problems that occur when something goes wrong, the pathology of
the organ or system. It is these clinical correlations that will make the course
meaningful and real. In real life, not everything goes as planned.
For the most part, the lectures are paired, with anatomy ¿ rst, followed by
physiology. In a few cases, this approach is not appropriate, because the
physiology of the organ is so much more complex than the anatomy, and
to separate the two would be arti¿ cial. Lectures Twenty, Twenty-One, and
Twenty-Two on the endocrine system are examples.
It would be helpful for the student to own a good dictionary of medical
terms such as the one listed in the Suggested Reading. Additionally, having
copies of Dr. Netter’s Atlas of Human Anatomy and Tortora and Grabowski’s
Principles of Anatomy and Physiology at hand would be helpful.
Each lecture ends with questions that should be answered after digesting the
material in the lecture. These are, for the most part, complex essay questions
and require insight into the anatomy, physiology, and pathology of each
system studied. The answers should be easily derived from the lecture notes.
2
Scope