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THE BIG PICTURE
GROSS ANATOMY,
MEDICAL COURSE AND STEP 1 REVIEW
SECOND EDITION
K. Bo Foreman, PhD, PT
Associate Professor
Anatomy Director
Department of Physical Therapy and Athletic Training
University of Utah College of Health
Associate Editor, The Anatomical Record
Salt Lake City, Utah
II
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DEDICATION
To my wife Celine and our children Jared, Ireland, Gabriel, Max, and Jack; and their cousins Lia, Sophia, Joshua,
Cayden, Ethan, Nathan, Kelsey, Robert, Stefani, Ella, Reid, Roman, Marcus, Jared, Hannah, Tanner, Liam, Maia, Riley,
Sydney, Luke, Cole, Desiree, Celeste, Connlan, Isabelle, Nathan, Simon, Thomas, James, Alexandre, Lyla, Logan,
William, Lincoln, Emmett, Andilynn, Greyson, Kennedy, Davis, Caleb, Charlotte, Adeline, and Penny.
I could not ask for a better family.
-David A. Morton
To my devoted family: my wife, Cindy, and our two daughters Hannah and Kaia. I would also like to posthumously dedicate
this second edition to Dr. Carolee Moncur, without her mentorship and inspiration this book would not have been possible.
-K. Bo Foreman
To David and Bo, co-authoring this book (both editions) with you completes a mentoring circle for me. I am proud to have
you as my colleagues and friends. To my wife, Laura Lake, and our adult children Erik and Kristin. Thank you for your
patience with and understanding of my efforts to contribute to biomedical education and research. A delight for me is that the topic
of human anatomy is enjoyed by our four grandchildren Brenee, Marlee, Callan, and Emery, each of whom leafs through the first
edition of the Big Picture Gross Anatomy book. Hopefully, they will do the same with this, the second, edition.
-Kurt H. Albertine
This page intentionally left blank
CONTENTS
CHAPTER 2 Anterior Thoracic Wall ......... . ... 27 CHAPTER 7 Anterior Abdominal Wall ........... 83
The Breast 28 Partitioning of the Abdominal Region 84
Pleura 42
CHAPTER 8 Serous Membranes of the
Anatomy of the Lung 44
Abdominal Cavity ............ . .... 95
Hilum of the Lung 46
The Peritoneum 96
Ventilation 48
CHAPTER 12 Perineum and Pelvis . .. . . ......... 129 CHAPTER 18 Orbit ............ . ........... .. . .. 207
Perineum 130 Orbital Region 208
Pelvic Floor 132 The Eye 210
Pelvic Vasculature 134 Extraocular Muscle Movement 212
Pelvic Innervation 136 Innervation of the Orbit 216
Rectum and Anal Canal 138
Ureters and Urinary Bladder 140 CHAPTER 19 Ear .... .. .... .. . . .. .. ............ 219
The Ear 220
CHAPTER 13 Male Reproductive System ..... .. .. 143
Male Reproductive System 144 CHAPTER 20 Superficial Face . . ......... .. . .... . 225
The Male Sexual Responses 148 Cutaneous Innervation and
Vasculature of the Face 226
CHAPTER 14 Female Reproductive System ...... 151 Muscles and Innervation of the
Female Reproductive System 152 Face 228
The Female Sexual Responses 156
Study Questions 157 CHAPTER 21 Infratemporal Fossa ............ .. . 231
Answers 160 Overview of the Infratemporal Fossa 232
Innervation and Vascular Supply of the
Infratemporal Fossa 234
SECTION 4: HEAD
CHAPTER 22 Pterygopalatine Fossa . . .. ..... ... . 237
CHAPTER 15 Scalp, Skull, and Meninges ........ 165 Overview of the Pterygopalatine Fossa 238
Anatomy of the Scalp 166
Skull 168 CHAPTER 23 Nasal Cavity ..... ..... . ........... 241
Cranial Fossae 170 Overview of the Nasal Cavity 242
Meninges 172 Paranasal Sinuses 246
CHAPTER 16 Brain . . ........ .. .. . ............ . 177 CHAPTER 24 Oral Cavity ................. . ..... 249
Anatomy of the Brain 178 Palate 250
Ventricular System of the Brain 180 Tongue 252
Blood Supply to the Brain 182 Salivation 252
Teeth and Gingivae 254
CHAPTER 17 Cranial Nerves . . . . . . . . . . . . . . . . . . . . 185 Study Questions 256
Overview of the Cranial Nerves 186 Answers 260
Contents
SECTION &: UPPER LIMB CHAPTER 34 Overview of the Lower Limb ..... . . 375
Bones of the Pelvic Region and Thigh 376
CHAPTER 29 Overview of the Upper Limb . .. ... 301 Bones of the Leg and Foot 378
Bones of the Shoulder and Arm 302 Fascial Planes and Muscles 380
Bones of the Forearm and Hand 304 Innervation of the Lower Limb 382
Fascial Planes and Muscles 306 Sensation of the Lower Limb 384
Innervation of the Upper Limb by Vascularization of the Lower Limb 386
the Brachial Plexus 308
Sensation of the Upper Limb 310 CHAPTER 35 Gluteal Region and Hip ...... ...... 389
Vascularization of the Upper Limb 312 Gluteal Region 390
Muscles of the Gluteal Region 390
CHAPTER 30 Shoulder and Axilla ....... . ... . ... 315 Sacral Plexus 392
Shoulder Complex 316 Vascularization of the Gluteal Region 394
Muscles of the Shoulder Complex 318 Joints of the Gluteal Region 394
Brachial Plexus of the Shoulder 322
Vascularization of the Shoulder CHAPTER 36 Thigh .. . .... .. ...... . ..... . ...... 397
and Axilla 324 Thigh 398
Glenohumeral Joint 326 Muscles of the Thigh 398
Femoral Triangle 402
CHAPTER 31 Arm. . .... .. ...... . .... ... ..... . .. 331 Lumbar Plexus 402
Arm 332 Vascularization of the Thigh 404
Muscles of the Arm 332 Knee Complex 406
Contents
CHAPTER 38 Foot. .... ...................... ... 423 CHAPTER 39 Study Questions and Answers ...... 439
Joints of the Digits and Fascia of the Foot 424
Directions 439
Muscles of the Foot 426
Answers 451
Innervation of the Foot 428
Vascularization of the Foot 428 Index 457
PREFACE
If you were asked to give a friend directions from your office understand the big picture of human anatomy in the context of
to a restaurant down the street, your instructions may sound health care-while bypassing the minutia. The landmarks used
something like this-turn right at the office door, walk to the to accomplish this task are text and illustrations. They are com-
exit at the end ofthe hall, walk to the bottom of the stairs, take a plete, yet concise and both figuratively and literally provide the
left, exit out of the front of the building, walk across the bridge, "Big Picture" of human anatomy.
continue straight for two blocks passing the post office and The format of the book is simple. Each page-spread consists
library, and you will see the restaurant on your right. If you pass of text on the left-hand page and associated illustrations on the
the gas station, you have gone too far. The task is to get to the right-hand page. In this way, students are able to grasp the big
restaurant. The landmarks guide your friend along the way to picture of individual anatomy principles in bite-sized pieces,
complete the task. a concept at a time.
Now, imagine if an anatomist were to give directions from the
Key structures are highlighted in bold when first mentioned.
office to the restaurant in the same way most anatomy textbooks
are written. Details would be relayed on the dimensions of the Bullets and numbers are used to break down important
office, paint color, carpet thread count, position and dimensions concepts.
of the desk in relation to the book shelf along the wall, includ- Approximately 450 full-color figures illustrate the essential
ing the number, types, and sizes of books lining the shelves, and anatomy.
door dimensions and office door material in relation to the other High-yield clinically relevant concepts throughout the text
doors in the same building. This would occur over the course of are indicated by an icon.
10 pages-and the friend still would not have left the office. The
Study questions and answers follow each section.
difference between you giving a friend directions to a restaurant
and the anatomist giving directions to the same restaurant may A final examination is provided at the end of the text.
be compared with the difference between many anatomy text-
We hope you enjoy this text as much as we enjoyed writing it.
books and this Big Picture textbook-taking a long time to get to
the restaurant or possibly not finding it, versus succinct relevant -David A. Morton
directions that take you directly to the restaurant, respectively. -K. Bo Foreman
The purpose ofthis textbook, therefore, is to provide students
with the necessary landmarks to accomplish their task-to -Kurt H. Albertine
xii
ACKNOWLEDGMENTS
Early in his life my father, Gordon Morton, went to an art I thank my parents, Ken Foreman and Lynn Christensen, as well
school. He purchased a copy of Gray~ Anatomy to help him as my mentor and friend, Dr. Albertine. A special thank you to
draw the human form. That book sat on our family's bookshelf Cyndi Schluender and my students for their contributions to
all throughout my life and I would continually look through its my educational endeavors. I also express a great thanks to Dr.
pages in wonder of the complexity and miracle of the human Morton for his continued encouragement and support in writ-
body. After I completed high school my father gave me that ing this textbook.
book which I have kept in my office ever since. I acknowledge -K. Bo Foreman
and thank my father and my mother (Gabriella) for their influ-
ence in my life. Thank you to my co-authors, Dr. Foreman and Many medical educators and biomedical scientists contrib-
Dr. Albertine-they are a joy to work with and I look forward to uted to my training that helped lead to writing medical edu-
many years of collaborating with them. cation textbooks such as this one. Notable mentors are C.C.C.
I express a warm thank you to Michael Weitz. His dedication, O'Morchoe, S. Zitzlsperger, and N.C. Staub. For this textbook,
help, encouragement, vision, leadership, and friendship were however, I offer my thanks to my co-authors Dr. Morton and
key to the successful completion of this title. I also express great Dr. Foreman. Co-authoring this textbook with them has been
thanks to Susan Kelly. She was a joy to work with through rain, and continues to be a thrill because now my once doctoral degree
shine, snow, tennis competitions, and life in general-I thank students are my colleagues in original educational scholarship.
her for her eagle eye and encouraging telephone conversations What better emblem of success could a mentor ask for? So, to
and e-mails. Thank you to Karen Davis, Armen Ovsepyan, Brian David and Bo, thank you! I enjoy watching your academic suc-
Kearns, John Williams, and to the folks at Dragonfly Media cess as your careers flourish as medical educators and scholars.
Group for the care and attention they provided in creating the -Kurt H. Albertine
images for this title. Finally, a warm thank you to my wife and
best friend Celine. Her unyielding support and encouragement
through long nights of writing were always there to cheer me
on. I adore her.
-David A. Morton
xiii
Aerial view of University of Utah campus, Salt Lake City, Utah. Photo taken by Kurt
Albertine, educator and author.
xiv
David A. Morton completed his undergraduate degree at research program in biomechanics. Furthermore, he is an
Brigham Young University, Provo, Utah, and his graduate degrees adjunct Associate Professor in the Departments of Mechanical
at the University of Utah School of Medicine, Salt Lake City. He Engineering, Neurobiology and Anatomy; Orthopaedics, and
currently serves as Vice-Chair of Medical and Dental Education Plastic Surgery. Dr. Foreman has been awarded the Early Career
and is a member of the Curriculum Committee at the University Teaching Award from the University of Utah and the Basmajian
of Utah School of Medicine. Dr. Morton has been awarded the Award from the American Association of Anatomists.
Early Career Teaching Award. Preclinical Teaching Awards,
Leonard W. Jarcho, M.D. Distinguished Teaching Award. and the Kurt H. Albertine completed his undergraduate studies in biol-
University of Utah Distinguished Teaching Award. Dr. Morton ogy at Lawrence University, Appleton, Wisconsin, and his grad-
is an adjunct professor in the Physical Therapy Department and uate studies in human anatomy at Loyola University of Chicago,
the Department of Family and Preventive Medicine. He also Stritch School of Medicine. He completed postdoctoral training
serves as a visiting professor at Kwame Nkrumah University of at the University of California, San Francisco, Cardiovascular
Science and Technology, Kumasi, Ghana, West Africa. Research Institute. He has taught human gross anatomy for
40years. Dr. Albertine established the Human Anatomy Teacher-
K. Bo Foreman completed his undergraduate degree in physi- Scholar Training Program in the Department ofNeurobiology &
cal therapy at the University of Utah and his graduate degree Anatomy at the University of Utah School of Medicine. The
at the University of Utah School of Medicine. Currently, he goal of this training program is to develop teacher-scholars of
is an Associate Professor at the University of Utah in the human anatomy to become leaders of anatomy teachers on a
Department of Physical Therapy and Athletic Training where national level, contribute teaching innovations, and design and
he teaches gross anatomy and neuroanatomy. In addition to perform teaching outcomes research for upcoming generations
his teaching responsibilities, Dr. Foreman also serves as the of medical students. Graduates of this training program include
Director of the Motion Analysis Core Facility and has an active Dr. Morton and Dr. Foreman.
This page intentionally left blank
BACK ANATOMY
3
4 SECTION 1 Back
Rhomboid minor m.
Trapezius m.
Levator scapulae m.
Spinal accessory n.
Supraspinatus m.
Transverse cervical a.
(superficial branch)
(deep branch)
Rhomboid major m.
Infraspinatus m.
Teres minor m.
Teres major m.
Thoracodorsal n.
----Serratus anterior m.
Latissimus dorsi m. --L--~
(cut)
TRANSVERSOSPINALIS MUSCLES
Topography. Located deep to the erector spinae muscles. From
superficial to deep, the transversospinalis muscles include
the semispinalis, multifidus, and rotatores (Figure 1-2A
and B).
Back Anatomy CHAPTER 1 7
Ventral
ramus
Dorsal
ramus
Motor nerve
to deep back
muscle
Iliocostalis m. -----,!'-:T='-1""'==='\9!
longissimus m.---¥~~~~iiiiill
Spinalis m. -----TIV~==;;..---;r===\-'i=l
w
A
Occipital a.~ ~
Goeata,occlp;tal "·
r
Vertebral a.
Occipitalis m. [ 1 Obliquus capitis superior m.
Splenius capitis m. ~
C1 vertebra
~~
L
Greater auricular n.
Stemod~domostold m. ~
Figure 1-2: A. Deep back muscles with erector spinae muscles on the left and deeper transversospinalis muscles on the right. B. Axial
section of the back showing the dorsal rami. C. Suboccipital region on the right side.
8 SECTION 1 Back
Cervical
External occipital ------... "'<..::2'i!=i?,.-- - - vertebrae
protuberance (yellow)
Cervical
Lumbar
A.,+,f - - - - vertebrae
(blue)
c:::::~"------ Sacral and
coccygeal
B vertebrae
Spine of -----,ry-!;._....,~oE( (purple)
scapula
Thoracic
vertebrae -\-i--!---\-J'-Y-~~~==-~~~r-:-~
(green)
Cervical
~~.----vertebrae
(yellow)
Sacral
Secondary (lordotic)-t------1
vertebrae ------;------>;'"""=-~=f==<u
(purple) curvature
A c
Figure 1-3: A. Posterior view of the vertebral column. B. Primary curvature of newborn. C. Normal curvatures of an adult.
10 SECTION 1 Back
Vertebral body
Superior
articular
process
1
Pedicle
Vertebral
arch Lamina
Anterior
longitudinal ligament
1- - Posterior
articular
process
Ligamentum--~
flavum
--..Y'Anulus }
..--4"1 fibrosus
~ Inter-
~--- I} Nucleus vertebral
/ pulposus disc
process
Spinal nerve
Vertebral body
-------~
Posterior
longitudinal ligament
r Anterior
longitudinal
ligament
c
Figure 1-4: A. Posterolateral view of a typical vertebra. B. Vertebrae ligaments. C. Lateral view of two vertebrae and intervertebral (IV)
discs; observe the IV discs and facet joints during vertebral flexion and extension.
12 SECTION 1 Back
roots exiting the vertebral canal in that region. Epidural blocks Denticulate ligaments. Located in the coronal plane as a
are particularly useful for procedures involving the pdvis and series of sawtooth projections of the pia mater that separate
ventral and dorsal rootlets; the ligaments anchor the spinal
perineum, such as during childbirth. T
cord laterally to the dura mater maintaining the centralized
Meningitis. The sensory neurons in the dura mater may
V be involved in referred pain characteristics of spinal dis-
orders and become irritated when the meninges are inflamed as
location of the spinal cord.
Filum terminal e. An inferior extension of pia mater beyond
the conus medullaris that anchors the spinal cord to the
in meningitis. For example, if a patient with meningitis tries to coccyx.
touch her chin to her chest, she may experience pain due to the
stretching of the meninges surrounding the cervical spinal
cord. T
Back Anatomy CHAPTER 1 13
Subarachnoid space
root
ganglion
Dorsal root--____::;-~ J
ganglion
.,.
1st sacral------.1--- ---=ff''o/
spinal n.
l==iii--- - Coccygeal
ligament
A c
Figure 1-5: A. Coronal section of the vertebral column through the pedicles from a posterior view revealing the dura mater surrounding
the spinal cord. B. T1 segment of the spinal cord showing step dissection of the spinal meninges. C. Caudal spinal cord (filum terminale
is difficult to see).
14 SECTION 1 Back
• Sacral spinal cord levels have the least white matter because
SPINAL CORD ~--- the majority of ascending axons arise above the sacral spi-
nal cord and most descending axons have already synapsed
BIG PICTURE in a more superior spinal cord segment.
The spinal cord is a part of the central nervous system (CNS) and
consists of -100 million neurons and -500 million glial cells. The GRAY MATTER OF THE SPINAL CORD
spinal cord resides in the vertebral canal where it is surrounded Consists primarily ofneuronal cell bodies and short interneu-
and protected by the meninges (dura mater, arachnoid mater, and rons (the gray color is a result of a lack of myelin).
pia mater). Spinal nerves transport sensory input from body tissues
In cross-section, the spinal cord gray matter forms the letter
to the spinal cord; the CNS processes these messages and sends
"H" and consists of ventral, lateral, and dorsal horns.
appropriate motor responses to muscles and glands by way of spi-
Ventral hom. Contains cell bodies of motor neurons whose axons
nal nerves. The spinal cord consists of white matter (longitudinal
exit the ventral root to innervate deep back muscles (via dorsal
tracts ofmyelinated axons) and gray matter (neuronal cell bodies).
rami) and bodywall and limb muscles (via ventral rami); the ven-
TOPOGRAPHY AND OVERVIEW tral horn is not uniform in size along the length ofthe spinal cord.
The spinal cord extends from the medulla to the conus med- • Cervical spinal enlargement Ventral horn gray matter in
ullaris at the L1 and L2 vertebral levels (Figure l-6A}. In a the C5-T1 spinal cord levels contains a large number of
term newborn, the spinal cord terminates at the L3 and L4 motor neuron cell bodies to innervate the upper limb mus-
vertebral levels. cles. This results in the expanded width (enlargement) of
this spinal cord region.
The spinal cord is segmentally organized into the following
31 segments (Table 1-3}: • Lumbosacral spinal enlargement Ventral horn gray mat-
ter in the U-S3 spinal cord levels contains a large number
• 8 cervical spinal cord segments corresponding to the 8 cer-
of motor neuron cell bodies to innervate the lower limb
vical spinal nerves.
muscles. This results in the expanded width (enlargement)
• 12 thoracic spinal cord segments corresponding to the of this spinal cord region.
12 thoracic spinal nerves.
Lateral horn. Contains cell bodies for preganglionic auto-
• 5lumbar spinal cord segments corresponding to the Slum- nomic motor neurons and is only seen in some regions ofthe
bar spinal nerves. spinal cord, as identified next.
• 5 sacral spinal cord segments corresponding to the 5 sacral • Sympathetic. Preganglionic sympathetic neuronal cell bodies
spinal nerves. arise only in the lateral horns of the Tl-L2 spinal cord levels.
• 1 coccygeal spinal cord segment corresponding to the • Parasympathetic. Preganglionic parasympathetic neuronal
1 coccygeal spinal nerve. cell bodies arise only in the lateral horns of the S2-S4 spinal
There are eight cervical spinal cord and spinal nerve levels but cord levels; due to the large ventral horns in this region, it is dif-
only seven cervical vertebrae. This discrepancy results because ficult to distinguish the lateral horns in the sacral spinal cord.
the basiooccipital bone is a cervical vertebra. However, early Dorsal horn. Receives sensory neurons entering the spi-
anatomists did not recognize this. Therefore, we actually have nal cord via the dorsal roots; also contains cell bodies of
eight cervical vertebrae, but the most superior one is fused to interneurons that communicate with motor neurons in the
the base of the occipital bone. ventral horn or ascending tracts of white matter.
In cross-section, the spinal cord consists of white matter sur- Central canal. Located within the middle of the gray matter
rounding gray matter, and a central canal (Figure 1-6B). as an adult remnant of the neural tube.
Conus medullaris. The most caudal portion of the spinal
WHITE MATIER OF THE SPINAL CORD cord; contains the sacral and coccygeal spinal cord segments
Consists of vertical columns of myelinated axons that sur- and is located at the Ll-L2 vertebral level..
round a central core of gray matter (the white color is a result Contrasting vertebral and spinal cord levels. The verte-
of the myelin that surrounds the axons). V bral canal is longer than the spinal cord in adults as a
result of unequal growth during development. Therefore,
Collections of axons that perform similar functions and
travel to and from the same areas are referred to as tracts. a patient with a C3 vertebral fracture potentially could have a
bone fragment that would impinge upon the C3 spinal cord seg-
Ascending axonal tracts transport sensory information from
the dorsal roots and horns to the brain; descending axonal
ment. However, a patient with a no
vertebral fracture poten-
tially could have a bone fragment that would impinge upon the
tracts transport efferent information from the brain to the
L1 segment of the spinal cord. ~
ventral horn gray matter.
Poliomyelitis. A virus that attacks the neurons in the
The volume of white matter increases at each successively
higher spinal cord segment and decreases at each lower spi-
V ventral horn gray matter and causes paralysis of volun-
tary muscle. ~
nal cord segment (compare Figures 1-6B-E). For example:
• Cervical spinal cord levels have the most white matter due
to the highest number of ascending and descending axons
corning from and going to the rest of the spinal cord.
Another random document with
no related content on Scribd:
abbandonare la dittatura e di coronare la grande opera di
restaurazione, ritirandosi, novello Cincinnato, a vita privata, egli
assistette al primo screpolarsi del suo edifizio. Già nelle elezioni
consolari dell’80, che fu l’ultimo anno della dittatura di Silla, vinsero
due uomini, di cui l’uno era un assai tepido Sillano, l’altro, M. Emilio
Lepido, un avversario dichiarato del dittatore. Pochi mesi dopo, a soli
sessant’anni, nella sua villa di Pozzuoli, dopo aver dettato le
Memorie della sua grande vita, Silla moriva, lasciando un’opera della
quale, in pochi anni, non sarebbero rimasti più che alcuni sapienti
ritocchi amministrativi.
Note al Capitolo Quindicesimo.
95. Sulla prima guerra civile, i lavori più recenti sono: E. Pozzi, Studi sulla
guerra civile sillana, in Atti della R. Accademia delle scienze di Torino,
vol. 49, disp. 9, 1913-14; C. Lanzani, Mario e Silla: Storia della
democrazia romana negli anni 87-82 a. C., Catania, 1915.
97. App., B. Civ., I, 59. — Sembra poco probabile che una così gran riforma
abbia potuto esser fatta da Silla, prima della guerra civile, al tempo del
suo primo ingresso in Roma. Più verosimile è collegarla con la grande
riforma compiuta dalla dittatura.
98. Dion. Hal., 5, 77. — L’opposta indicazione di Appiano (B. Civ., 1, 100)
che egli vi abbia introdotto 300 dei più nobili dell’ordine equestre, la
quale sta in perfetta contradizione con tutti i criterî ispiratori della
restaurazione sillana, va intesa nel senso che Silla introdusse nel senato
alcuni dei nuovi cavalieri, suoi amici, arricchitisi durante la guerra civile.
CAPITOLO SEDICESIMO
LE GRANDI GUERRE IN ORIENTE