Female Reproductive System External Female Reproductive Organs Internal Female Reproductive Organs Menstrual Cycle

Total Page：16

File Type：pdf, Size：1020Kb

Female Reproductive System External Female Reproductive Organs Internal Female Reproductive Organs Menstrual Cycle

Prevention and Recognition of Obstetric Fistula Training Package Module 3: Female Reproductive System External female reproductive organs Internal female reproductive organs Menstrual cycle • Menstruation usually starts when a girl is between 11-15 years of age (menarche) and continues until 50-60 years of age (menopause) • Monthly cycle if a woman is not pregnant or breastfeeding (can also be affected by some methods of family planning) • Controlled by hormone cycles – Follicular stimulating hormone (FSH) and Luteinizing hormone (LH) from the pituitary gland – Estrogen and progesterone from the ovaries • After the egg is released from the ovary (ovulation) if there is no fertilization with sperm, there is a discharge of blood and mucous from the uterus and the cycle repeats Changes during pregnancy • A woman can get pregnant if she has sex during or near the time of ovulation • Symptoms of pregnancy women may notice: missed menstruation, soreness and enlargement of breasts, nausea, frequent urination and fatigue • As the fetus grows inside the uterus, it stretches and extends above the pelvic bones Impact of nutrition on reproduction • Inadequate nutrition interferes with physical growth – height and weight – of children • Young women who had inadequate nutrition as children may be short in stature, undernourished and have pelvic bones not well developed for pregnancy and childbirth • Under-nutrition can also interfere with reproductive hormones and increase risk of anemia. Women who are undernourished may not have normal menstrual cycles and may have difficulty getting pregnancy and staying healthy during pregnancy.

Copy Link

Recommended publications

3 Embryology and Development
BIOL 6505 − INTRODUCTION TO FETAL MEDICINE 3. EMBRYOLOGY AND DEVELOPMENT Arlet G. Kurkchubasche, M.D. INTRODUCTION Embryology – the field of study that pertains to the developing organism/human Basic embryology –usually taught in the chronologic sequence of events. These events are the basis for understanding the congenital anomalies that we encounter in the fetus, and help explain the relationships to other organ system concerns. Below is a synopsis of some of the critical steps in embryogenesis from the anatomic rather than molecular basis. These concepts will be more intuitive and evident in conjunction with diagrams and animated sequences. This text is a synopsis of material provided in Langman’s Medical Embryology, 9th ed. First week – ovulation to fertilization to implantation Fertilization restores 1) the diploid number of chromosomes, 2) determines the chromosomal sex and 3) initiates cleavage. Cleavage of the fertilized ovum results in mitotic divisions generating blastomeres that form a 16-cell morula. The dense morula develops a central cavity and now forms the blastocyst, which restructures into 2 components. The inner cell mass forms the embryoblast and outer cell mass the trophoblast. Consequences for fetal management: Variances in cleavage, i.e. splitting of the zygote at various stages/locations - leads to monozygotic twinning with various relationships of the fetal membranes. Cleavage at later weeks will lead to conjoined twinning. Second week: the week of twos – marked by bilaminar germ disc formation. Commences with blastocyst partially embedded in endometrial stroma Trophoblast forms – 1) cytotrophoblast – mitotic cells that coalesce to form 2) syncytiotrophoblast – erodes into maternal tissues, forms lacunae which are critical to development of the uteroplacental circulation.
[Show full text]
Reproductive System, Day 2 Grades 4-6, Lesson #12
Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H. Reproductive System, day 2 Grades 4-6, Lesson #12 Time Needed 40-50 minutes Student Learning Objectives To be able to... 1. Distinguish reproductive system facts from myths. 2. Distinguish among definitions of: ovulation, ejaculation, intercourse, fertilization, implantation, conception, circumcision, genitals, and semen. 3. Explain the process of the menstrual cycle and sperm production/ejaculation. Agenda 1. Explain lesson’s purpose. 2. Use transparencies or your own drawing skills to explain the processes of the male and female reproductive systems and to answer “Anonymous Question Box” questions. 3. Use Reproductive System Worksheets #3 and/or #4 to reinforce new terminology. 4. Use Reproductive System Worksheet #5 as a large group exercise to reinforce understanding of the reproductive process. 5. Use Reproductive System Worksheet #6 to further reinforce Activity #2, above. This lesson was most recently edited August, 2009. Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2009 • www.kingcounty.gov/health/flash 12 - 1 Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H. Materials Needed Classroom Materials: OPTIONAL: Reproductive System Transparency/Worksheets #1 – 2, as 4 transparencies (if you prefer not to draw) OPTIONAL: Overhead projector Student Materials: (for each student) Reproductive System Worksheets 3-6 (Which to use depends upon your class’ skill level. Each requires slightly higher level thinking.) Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2009 • www.kingcounty.gov/health/flash 12 - 2 Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H.
[Show full text]
The Protection of the Human Embryo in Vitro
Strasbourg, 19 June 2003 CDBI-CO-GT3 (2003) 13 STEERING COMMITTEE ON BIOETHICS (CDBI) THE PROTECTION OF THE HUMAN EMBRYO IN VITRO Report by the Working Party on the Protection of the Human Embryo and Fetus (CDBI-CO-GT3) Table of contents I. General introduction on the context and objectives of the report ............................................... 3 II. General concepts............................................................................................................................... 4 A. Biology of development ....................................................................................................................... 4 B. Philosophical views on the “nature” and status of the embryo............................................................ 4 C. The protection of the embryo............................................................................................................... 8 D. Commercialisation of the embryo and its parts ................................................................................... 9 E. The destiny of the embryo ................................................................................................................... 9 F. “Freedom of procreation” and instrumentalisation of women............................................................10 III. In vitro fertilisation (IVF).................................................................................................................. 12 A. Presentation of the procedure ...........................................................................................................12
[Show full text]
Maternal Gastrointestinal Tract Adaptation to Pregnancy All Topics
2017/7/29 Maternal gastrointestinal tract adaptation to pregnancy - UpToDate Official reprint from UpToDate® www.uptodate.com ©2017 UpToDate® Maternal gastrointestinal tract adaptation to pregnancy Author: Angela Bianco, MD Section Editor: Charles J Lockwood, MD, MHCM Deputy Editor: Kristen Eckler, MD, FACOG All topics are updated as new evidence becomes available and our peer review process is complete. Literature review current through: Jun 2017. | This topic last updated: Mar 14, 2016. INTRODUCTION — Pregnancy has little, if any, effect on gastrointestinal secretion or absorption, but it has a major effect on gastrointestinal motility. Pregnancy-related changes in motility are present throughout the gastrointestinal tract and are related to increased levels of female sex hormones. In addition, the enlarging uterus displaces bowel, which can affect the presentation of disorders such as appendicitis. Knowledge of the gastrointestinal adaptation to pregnancy is necessary for accurate interpretation of laboratory tests, as well as imaging studies in the gravid patient. Maternal gastrointestinal tract changes during pregnancy and common gastrointestinal disorders related to pregnancy will be reviewed here. OROPHARYNX — The mucous membrane lining the oropharynx is responsive to the hormonal changes related to pregnancy. The gingiva is primarily affected, while the teeth, tongue, and salivary glands are spared, although excessive salivation during pregnancy has been described [1]. The effect of pregnancy on the initiation or progression of caries is not clear; pregnancy-related changes in the oral environment (salivary pH, oral flora) or in maternal diet and oral hygiene may increase the risk of caries [2]. (See "The skin, hair, nails, and mucous membranes during pregnancy", section on 'Mucous membranes'.) Taste — Most studies suggest that taste perception changes during pregnancy [3-6].
[Show full text]
Implantation of the Human Embryo
14 Implantation of the Human Embryo Russell A. Foulk University of Nevada, School of Medicine USA 1. Introduction Implantation is the final frontier to embryogenesis and successful pregnancy. Over the past three decades, there have been tremendous advances in the understanding of human embryo development. Since the advent of In Vitro Fertilization, the embryo has been readily available to study outside the body. Indeed, the study has led to much advancement in embryonic stem cell derivation. Unfortunately, it is not so easy to evaluate the steps of implantation since the uterus cannot be accessed by most research tools. This has limited our understanding of early implantation. Both the physiological and pathological mechanisms of implantation occur largely unseen. The heterogeneity of these processes between species also limits our ability to develop appropriate animal models to study. In humans, there is a precise coordinated timeline in which pregnancy can occur in the uterus, the so called “window of implantation”. However, in many cases implantation does not occur despite optimal timing and embryo quality. It is very frustrating to both a patient and her clinician to transfer a beautiful embryo into a prepared uterus only to have it fail to implant. This chapter will review the mechanisms of human embryo implantation and discuss some reasons why it fails to occur. 2. Phases of human embryo implantation The human embryo enters the uterine cavity approximately 4 to 5 days post fertilization. After passing down the fallopian tube or an embryo transfer catheter, the embryo is moved within the uterine lumen by rhythmic myometrial contractions until it can physically attach itself to the endometrial epithelium.
[Show full text]
In Vitro Fertilization (I.V.F.)
THE FERTILITY CENTER OF OREGON 590 Country Club Parkway, Suite A Eugene, Oregon 97401 (541) 683-1559 Douglas Austin, M.D. Lesa Hill, P.A.-C Jeannie Merrick, R.N.,N.P. Sue Armstrong C.N.M. IN VITRO FERTILIZATION (I.V.F.) What is I.V.F.? In vitro fertilization (IVF) is the original procedure among the Assisted Reproductive Technologies (ART). IVF is sometimes called “the test-tube baby” procedure. In the IVF procedure, a woman is given fertility medications to stimulate several eggs (8-10 or more) to develop in her ovaries. These eggs are then recovered from the ovaries through a procedure called transvaginal ultrasound egg retrieval. The eggs and the sperm from the husband are combined in the laboratory for 3-6 days, and then 2 of the healthiest embryos are transferred back into the uterus through the cervix in a procedure similar to intrauterine insemination (IUI). How does I.V.F. increase the chance of successful pregnancy? IVF appears to increase the chance of pregnancy in several ways. When several eggs are stimulated to develop in the ovaries instead of just one, the odds of pregnancy are improved. In addition, mixing of the sperm and eggs together in the IVF laboratory insures that adequate contact of sperm and eggs will occur and overcomes mechanical problems of tubal pick- up of the egg. Fertilization of the eggs in a Petri dish in the IVF laboratory requires a smaller number of sperm and is recognized as the best treatment for the majority of male (sperm) fertility problems.
[Show full text]
Pulmonary Function During Pregnancy in Normal Women and in Patients with Cardiopulmonary Disease
Thorax: first published as 10.1136/thx.25.4.445 on 1 July 1970. Downloaded from Thorax (1970), 25, 445. Pulmonary function during pregnancy in normal women and in patients with cardiopulmonary disease KUDDUSI GAZIOGLU, NOLAN L. KALTREIDER, MORTIMER ROSEN, and PAUL N. YU Cardiology and Pulmonary Disease Units of the Department of Medicine, and the Department of Obstetrics and Gynecology, University of Rochester School of Medicine and Dentistry; and the Medical and Obstetrical Clinics, Strong Memorial Hospital, Rochester, New York Pulmonary function studies were carried out during pregnancy in 8 normal women, in 8 patients with valvular (either mitral or aortic) heart disease, and in 8 patients with chronic pulmonary disease (either emphysema or sarcoidosis). In healthy pregnant women, changes in lung volumes and maximal expiratory flow rates were not significant. Diffusing capacity tended to decrease associated with unchanged pulmonary capillary blood volume. In patients with valvular heart disease, ventilation and oxygen consumption increased toward the term. The patients with mitral valve lesions showed a significant decrease in diffusing capacity with an increase in pulmonary capillary blood volume. In patients wth emphysema, characteristic changes were increasing obstructive functional abnormalities associated with an increase in pulmonary diffusing capacity and pulmonary capillary blood volume. None of these patients, however, had clinical evidence of deterioration of their disease. Patients with sarcoidosis had no appreciable alteration in pulmonary function tests. http://thorax.bmj.com/ The influence of various factors, such as increased ovarian hormones, ventilation-perfusion relationships, intra-abdominal distension, and cardiac haemodynamics, are discussed in relation to the change in pulmonary diffusing capacity and pulmonary capillary blood volume.
[Show full text]
Dental Care in Pregnancy
Share with Women Share with Dental Care in Pregnancy Why is dental care in pregnancy important? Duringpregnancy, you are more likely to have problems with yourteethorgums. If you haveaninfection in yourteethorgums, the chanceofyour baby beingpremature (born early) or havinglow birth weight maybe slightly higher than ifyourteethandgums are healthy What is periodontal disease? Periodontaldiseaseis an infection in the mouth causedbybacteria.The bacteria usethesugar you eat to make acid. That acidcan destroy the enamel(protective)coating on yourteeth, which can causetoothdecay(cavities) or even tooth loss. Periodontaldisease can begin with gum swelling andbleeding, calledgingivitis. If it is not treated, gingivitiscan spreadfrom the gums to the bones that support the teeth and to other parts of the mouth. However,your dentist can treat periodontaldiseaseeven when you are pregnant. Why are pregnant women more at risk for periodontal disease? There are 2 major reasons women can have dentalproblemsduringpregnancy: Pregnancy gingivitis—Duringpregnancy, changes in hormone levels allow bacteria to growinthemouth and gums more easily. This makesperiodontaldiseasemorecommon when you are pregnant. Nausea and vomiting—Pregnant women may havenausea andvomiting or “morningsickness,” especially in the firsttrimester.The stomachacids from vomitingcan also breakdown the enamelcoating of the teeth. Is it safe to visit your dentist in pregnancy? Dentalcare issafe duringpregnancy and important for the health ofyou andyour baby. Your dentist can help you improve the health ofyourmouth duringpregnancy. Your dentist can also find and treat problems with yourteethandgums. What should you know before you see the dentist? r Make sure your dentist knows that you are pregnant.Ifmedicationsfor infection or for pain are needed, your dentist can prescribeones that are safe for you andyour baby.
[Show full text]
In Vitro Fertilization/ PGT
Columbia University Fertility Center 5 Columbus Circle PH New York, NY 10019 | O: 646.756.8282 | Fax: 646.756.8281 «patient_name» DOB:«dob» In Vitro Fertilization/ PGT In Vitro Fertilization Consent This “In Vitro Fertilization” (IVF) consent is intended to inform you about the IVF process at the Columbia University Fertility Center (the Fertility Center) in detail, including the risks to both patients and potential children. If you do not understand the information provided, please speak with your nurse or physician. Consent may be withdrawn at any time before embryos are created and requires a Columbia University Fertility Center witnessed directive. While this consent is comprehensive, there are circumstances that cannot be foreseen, that may have a negative effect on your cycle or stored material. In Vitro Fertilization Process & Risks In Vitro Fertilization (IVF) is a treatment that aspirates eggs from a female ovary or ovaries to be fertilized with pre-selected sperm; resulting embryos may be transferred, cryopreserved or biopsied and cryopreserved in an attempt to achieve a pregnancy either with this treatment cycle or at a later time. The majority of transfers at the CUFC are from cryopreserved embryos. A patient can use sperm provided by her partner or from a pre-selected sperm donor. We will be testing all patients for COVID-19. The protocol is changing rapidly as information on this virus is changing rapidly. Speak to your care coordinator team concerning the latest protocol. Please be aware if you test positive at any time during the course of treatment the cycle may be delayed by a few weeks or cancelled.
[Show full text]
The Physiology of the Uterus in Labor
The Physiology of the Uterus in Labor D. N. DANFORTH, M.D., R. J. GRAHAM, B.M. and A. C. IVY, M.D.l HE purpose of this article is to uterine horns (8). This ring becomes T synthesize into a rather complete fairly evident during labor at the junc picture the experimental observations tion of the upper and lower segments. that have been made during the past It is a more or less definite, tapering ten years in our laboratory regarding ledge, the formation of which is due the processes concerned in the evacu to the greater thickness or "retraction" ation of the uterus. of the muscle fibers of the upper than the lower segment. (This r ing is the The Anatomic and Physiologic " fundal or cornal sphincter" in the Divisions of the Uterus dog.) In obstructed labors it becomes It is important first to obtain a clear a very pronounced ring or band and concept (a) of the anatomical divisions is then called Bandl's ring. The ap of the human uterus, which may be pearance of a Bandl's ring means -- traced directly to those in lower forms, threatened rupture of the uterus in the and (b) of the obstetrical or physio lower segment ; it is a pathological re logical divisions. See figure 1. traction ring. This is a subject that has been greatly III. The lower uterine segment is an confused because our knowledge of the alogous to the isthmus uteri oj Asch gross and microscopic anatomy of the off in the non-pregnant uterus. In human uterus, and of the embryology, woman its upper level is generally comparative anatomy, and physiology marked by the reflection of the per of the uterus has developed in ~ hap itoneum.
[Show full text]
Reproduction, Pregnancy and Birth
REPRODUCTION, PREGNANCY DIFFERING AND BIRTH ABILTIES Lesson 13 LEARNER OUTCOME Identify and describe the stages and factors that can affect human development from conception through birth1 MATERIALS Female Reproductive Parts Diagram Male Reproductive Parts Diagram Fertilization Diagram Identical Twins Diagram Fraternal Twins Diagram Implantation Diagram Pregnancy and Birth Match Up My Birth Story Handout First Trimester Diagram Second Trimester Diagram Third Trimester Diagram INTRODUCTION Many students are curious about reproduction and the birth process. This lesson will help students understand how a pregnancy starts, how the baby grows inside the mother and the birth process. GrDA.082017 © 2017 teachingsexualhealth.ca Some students will find the concept of reproduction and birth interesting and this lesson is intended to answer questions they have about the process. It can be a fun and exciting topic to explore and can help to “debunk” common myths about where babies come from! Use your judgement to decide if your students will benefit from this material. APPROACHES/STRATEGIES A. GROUND RULES • Ensure that ground rules are established before starting your classes. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson. • You should be prepared for giggles in your class. Try to acknowledge students’ reactions to the subject by saying that reproduction and birth can be difficult to talk about and it’s ok to feel a bit uncomfortable. Sexual health education occurs most effectively in a classroom where there is a mutual feeling of trust, safety and comfort. Having Ground Rules in place can be a very successful way to facilitate a positive classroom environment.
[Show full text]
The History of Banjul, the Gambia, 1816 -1965
HEART OF BANJUL: THE HISTORY OF BANJUL, THE GAMBIA, 1816 -1965 By Matthew James Park A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of History- Doctor of Philosophy 2016 ABSTRACT HEART OF BANJUL: THE HISTORY OF BANJUL, THE GAMBIA, 1816-1965 By Matthew James Park This dissertation is a history of Banjul (formerly Bathurst), the capital city of The Gambia during the period of colonial rule. It is the first dissertation-length history of the city. “Heart of Banjul” engages with the history of Banjul (formerly Bathurst); the capital city of The Gambia. Based on a close reading of archival and primary sources, including government reports and correspondences, missionary letters, journals, and published accounts, travelers accounts, and autobiographical materials, the dissertation attempts to reconstruct the city and understand how various parts of the city came together out of necessity (though never harmoniously). In the spaces where different kinds of people, shifting power structures, and nonhuman actors came together something which could be called a city emerged. Chapter 1, “Intestines of the State,” covers most of the 19 th century and traces how the proto-colonial state and its interlocutors gradually erected administration over The Gambia. Rather than a teleology of colonial takeover, the chapter presents the creation of the colonial state as a series of stops and starts experienced as conflicts between the Bathurst administration and a number of challengers to its sovereignty including Gambian warrior kings, marabouts, criminals, French authorities, the British administration in Sierra Leone, missionaries, merchants, and disease. Chapter 2, “The Circulatory System,” engages with conflicts between the state, merchants, Gambian kings, and urban dwellers.
[Show full text]