Medical Terminology
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Reference Sheet 1
MALE SEXUAL SYSTEM 8 7 8 OJ 7 .£l"00\.....• ;:; ::>0\~ <Il '"~IQ)I"->. ~cru::>s ~ 6 5 bladder penis prostate gland 4 scrotum seminal vesicle testicle urethra vas deferens FEMALE SEXUAL SYSTEM 2 1 8 " \ 5 ... - ... j 4 labia \ ""\ bladderFallopian"k. "'"f"";".'''¥'&.tube\'WIT / I cervixt r r' \ \ clitorisurethrauterus 7 \ ~~ ;~f4f~ ~:iJ 3 ovaryvagina / ~ 2 / \ \\"- 9 6 adapted from F.L.A.S.H. Reproductive System Reference Sheet 3: GLOSSARY Anus – The opening in the buttocks from which bowel movements come when a person goes to the bathroom. It is part of the digestive system; it gets rid of body wastes. Buttocks – The medical word for a person’s “bottom” or “rear end.” Cervix – The opening of the uterus into the vagina. Circumcision – An operation to remove the foreskin from the penis. Cowper’s Glands – Glands on either side of the urethra that make a discharge which lines the urethra when a man gets an erection, making it less acid-like to protect the sperm. Clitoris – The part of the female genitals that’s full of nerves and becomes erect. It has a glans and a shaft like the penis, but only its glans is on the out side of the body, and it’s much smaller. Discharge – Liquid. Urine and semen are kinds of discharge, but the word is usually used to describe either the normal wetness of the vagina or the abnormal wetness that may come from an infection in the penis or vagina. Duct – Tube, the fallopian tubes may be called oviducts, because they are the path for an ovum. -
Evaluation of Artery Visualizations for Heart Disease Diagnosis
Evaluation of Artery Visualizations for Heart Disease Diagnosis Michelle A. Borkin, Student Member, IEEE, Krzysztof Z. Gajos, Amanda Peters, Dimitrios Mitsouras, Simone Melchionna, Frank J. Rybicki, Charles L. Feldman, and Hanspeter Pfister, Senior Member, IEEE Fig. 1. Left: Traditional 2D projection (A) of a single artery, and 3D representation (C) of a right coronary artery tree with a rainbow color map. Right: 2D tree diagram representation (B) and equivalent 3D representation (D) of a left coronary artery tree with a diverging color map. Abstract—Heart disease is the number one killer in the United States, and finding indicators of the disease at an early stage is critical for treatment and prevention. In this paper we evaluate visualization techniques that enable the diagnosis of coronary artery disease. A key physical quantity of medical interest is endothelial shear stress (ESS). Low ESS has been associated with sites of lesion formation and rapid progression of disease in the coronary arteries. Having effective visualizations of a patient’s ESS data is vital for the quick and thorough non-invasive evaluation by a cardiologist. We present a task taxonomy for hemodynamics based on a formative user study with domain experts. Based on the results of this study we developed HemoVis, an interactive visualization application for heart disease diagnosis that uses a novel 2D tree diagram representation of coronary artery trees. We present the results of a formal quantitative user study with domain experts that evaluates the effect of 2D versus 3D artery representations and of color maps on identifying regions of low ESS. We show statistically significant results demonstrating that our 2D visualizations are more accurate and efficient than 3D representations, and that a perceptually appropriate color map leads to fewer diagnostic mistakes than a rainbow color map. -
Report of Two Cases Presenting with Acute Abdominal Symptoms
Journal of Accident and Tension pneumothorax: report of two cases presenting J Accid Emerg Med: first published as 10.1136/emj.11.1.43 on 1 March 1994. Downloaded from Emergency Medicine 1993 with acute abdominal symptoms 10, 43-44 G.W. HOLLINS,1 T. BEATTIE,1 1. HARPER2 & K. LITTLE2 Departments of Accident and Emergency 1 Aberdeen Royal Infirmary, Foresterhill, Aberdeen and 2Royal Infirmary of Edinburgh, Lauriston Place, Edinburgh INTRODUCTION diagnoses were peptic ulcer disease or acute pancreatitis. Work-up appropriate to these diag- Tension pneumothorax constitutes a medical noses was commenced. An erect chest radiograph emergency and rapid diagnosis should be possible revealed a large pneumothorax with mediastinal on the basis of history and clinical examination. shift to the left. Following drainage using a large Following treatment with the delivery of high con- bore needle there was immediate resolution of his centration oxygen and the insertion of a large bore symptoms and all abdominal signs. An intercostal needle into the pleural space of the affected side, chest drain was formally sited and full expansion of the diagnosis can be confirmed radiologically and his right lung was achieved after 36 h. He was dis- an intercostal chest drain formally sited.1'2 We report charged home after 3 days. two cases where diagnosis was not made on the basis of history and examination alone. Both cases Case 2 presented with symptoms and signs suggestive of an acute intra-abdominal pathology and the diag- A 37-year-old male computer operator presented nosis was only made on radiological grounds. with a 1-week history of general malaise associated with mild neck and back pain. -
Wrist Fracture – Advice Following Removal of Your Cast
Wrist Fracture – advice following removal of your cast A plaster cast usually prevents a fracture from moving, but allows your fingers to move. The cast also reduces pain. What to expect It usually takes four to six weeks for new bone to form to heal your fracture. When the cast is removed most people find that their wrist is stiff, weak and uncomfortable to start with. It may also be prone to swelling and the skin dry or flaky, this is quite normal. It is normal to get some pain after your fracture. If you need painkillers you should take them as prescribed as this will allow you to do your exercises and use your wrist for light activities. You can ask a Pharmacist about over the counter painkillers. If your pain is severe, continuous or excessive you should contact your GP. The new bone gradually matures and becomes stronger over the next few months. It is likely to be tender and may hurt if you bang it. The muscles will be weak initially, but they should gradually build up as you start to use your hand and wrist. When can I start to use my hand and wrist? It is important to try and use your hand and wrist as normally as possible. Start with light activities like fastening buttons, washing your face, eating, turning the pages of books over etc. Build up as pain allows. Avoid lifting a kettle for 4 weeks If I have been given a Wrist splint You may have been given a wrist splint to wear. -
General Signs and Symptoms of Abdominal Diseases
General signs and symptoms of abdominal diseases Dr. Förhécz Zsolt Semmelweis University 3rd Department of Internal Medicine Faculty of Medicine, 3rd Year 2018/2019 1st Semester • For descriptive purposes, the abdomen is divided by imaginary lines crossing at the umbilicus, forming the right upper, right lower, left upper, and left lower quadrants. • Another system divides the abdomen into nine sections. Terms for three of them are commonly used: epigastric, umbilical, and hypogastric, or suprapubic Common or Concerning Symptoms • Indigestion or anorexia • Nausea, vomiting, or hematemesis • Abdominal pain • Dysphagia and/or odynophagia • Change in bowel function • Constipation or diarrhea • Jaundice “How is your appetite?” • Anorexia, nausea, vomiting in many gastrointestinal disorders; and – also in pregnancy, – diabetic ketoacidosis, – adrenal insufficiency, – hypercalcemia, – uremia, – liver disease, – emotional states, – adverse drug reactions – Induced but without nausea in anorexia/ bulimia. • Anorexia is a loss or lack of appetite. • Some patients may not actually vomit but raise esophageal or gastric contents in the absence of nausea or retching, called regurgitation. – in esophageal narrowing from stricture or cancer; also with incompetent gastroesophageal sphincter • Ask about any vomitus or regurgitated material and inspect it yourself if possible!!!! – What color is it? – What does the vomitus smell like? – How much has there been? – Ask specifically if it contains any blood and try to determine how much? • Fecal odor – in small bowel obstruction – or gastrocolic fistula • Gastric juice is clear or mucoid. Small amounts of yellowish or greenish bile are common and have no special significance. • Brownish or blackish vomitus with a “coffee- grounds” appearance suggests blood altered by gastric acid. -
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
Acute Gastroenteritis
Article gastrointestinal disorders Acute Gastroenteritis Deise Granado-Villar, MD, Educational Gap MPH,* Beatriz Cunill-De Sautu, MD,† Andrea In managing acute diarrhea in children, clinicians need to be aware that management Granados, MDx based on “bowel rest” is outdated, and instead reinstitution of an appropriate diet has been associated with decreased stool volume and duration of diarrhea. In general, drug therapy is not indicated in managing diarrhea in children, although zinc supplementation Author Disclosure and probiotic use show promise. Drs Granado-Villar, Cunill-De Sautu, and Objectives After reading this article, readers should be able to: Granados have disclosed no financial 1. Recognize the electrolyte changes associated with isotonic dehydration. relationships relevant 2. Effectively manage a child who has isotonic dehydration. to this article. This 3. Understand the importance of early feedings on the nutritional status of a child who commentary does has gastroenteritis. contain a discussion of 4. Fully understand that antidiarrheal agents are not indicated nor recommended in the an unapproved/ treatment of acute gastroenteritis in children. investigative use of 5. Recognize the role of vomiting in the clinical presentation of acute gastroenteritis. a commercial product/ device. Introduction Acute gastroenteritis is an extremely common illness among infants and children world- wide. According to the Centers for Disease Control and Prevention (CDC), acute diarrhea among children in the United States accounts for more than 1.5 million outpatient visits, 200,000 hospitalizations, and approximately 300 deaths per year. In developing countries, diarrhea is a common cause of mortality among children younger than age 5 years, with an estimated 2 million deaths each year. -
Molecular Signatures of Tissue-Specific
Developmental Cell Resource Molecular Signatures of Tissue-Specific Microvascular Endothelial Cell Heterogeneity in Organ Maintenance and Regeneration Daniel J. Nolan,1,6 Michael Ginsberg,1,6 Edo Israely,1 Brisa Palikuqi,1 Michael G. Poulos,1 Daylon James,1 Bi-Sen Ding,1 William Schachterle,1 Ying Liu,1 Zev Rosenwaks,2 Jason M. Butler,1 Jenny Xiang,4 Arash Rafii,1,7 Koji Shido,1 Sina Y. Rabbany,1,8 Olivier Elemento,3 and Shahin Rafii1,5,* 1Department of Genetic Medicine, Howard Hughes Medical Institute 2Ronald O. Perelman and Claudia Cohen Center for Reproductive Medicine 3HRH Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud Institute for Computational Biomedicine 4Genomics Resource Core Facility Weill Cornell Medical College, New York, NY 10065, USA 5Ansary Stem Cell Institute, New York, NY 10065, USA 6Angiocrine Bioscience, New York, NY 10065, USA 7Weill Cornell Medical College-Qatar, Stem Cell and Microenvironment Laboratory, Education City, Qatar Foundation, Doha 24144, Qatar 8Bioengineering Program, Hofstra University, Hempstead, NY 11549, USA *Correspondence: srafi[email protected] http://dx.doi.org/10.1016/j.devcel.2013.06.017 SUMMARY been appreciated. Capillary ECs of the blood brain barrier (BBB) form a restrictive environment for passage between the Microvascular endothelial cells (ECs) within different brain tissue and the circulating blood. Many of the trafficking pro- tissues are endowed with distinct but as yet unrecog- cesses that are passive in other vascular beds are tightly nized structural, phenotypic, and functional attri- controlled in the brain (Rubin and Staddon, 1999). As opposed butes. We devised EC purification, cultivation, to the BBB, the capillary ECs of the kidney glomeruli are fenes- profiling, and transplantation models that establish trated for the filtration of the blood (Churg and Grishman, tissue-specific molecular libraries of ECs devoid of 1975). -
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor: Rebecca Bailey 1 Chapter 1 The Human Body: An Orientation • Terms - Anatomy: the study of body structure and relationships among structures - Physiology: the study of body function • Levels of Organization - Chemical level 1. atoms and molecules - Cells 1. the basic unit of all living things - Tissues 1. cells join together to perform a particular function - Organs 1. tissues join together to perform a particular function - Organ system 1. organs join together to perform a particular function - Organismal 1. the whole body • Organ Systems • Anatomical Position • Regional Names - Axial region 1. head 2. neck 3. trunk a. thorax b. abdomen c. pelvis d. perineum - Appendicular region 1. limbs • Directional Terms - Superior (above) vs. Inferior (below) - Anterior (toward the front) vs. Posterior (toward the back)(Dorsal vs. Ventral) - Medial (toward the midline) vs. Lateral (away from the midline) - Intermediate (between a more medial and a more lateral structure) - Proximal (closer to the point of origin) vs. Distal (farther from the point of origin) - Superficial (toward the surface) vs. Deep (away from the surface) • Planes and Sections divide the body or organ - Frontal or coronal 1. divides into anterior/posterior 2 - Sagittal 1. divides into right and left halves 2. includes midsagittal and parasagittal - Transverse or cross-sectional 1. divides into superior/inferior • Body Cavities - Dorsal 1. cranial cavity 2. vertebral cavity - Ventral 1. lined with serous membrane 2. viscera (organs) covered by serous membrane 3. thoracic cavity a. two pleural cavities contain the lungs b. pericardial cavity contains heart c. the cavities are defined by serous membrane d. -
Wrist Fracture
Hand Conditions: WRIST FRACTURE A wrist fracture is a break in one or more of the bones in the wrist. The wrist is made up of the two bones in the forearm called the radius and the ulna. It also includes eight carpal bones. The carpal bones lie between the end of the forearm bones and the bases of the fi ngers. The most commonly fractured carpal bone is called the scaphoid or navicular bone. This fact sheet will focus on fractures of the carpal bones of the wrist. Causes A wrist fracture is caused by trauma to the bones in the wrist. Trauma may be caused by: • Falling on an outstretched arm • Direct blow to the wrist • Severe twist of the wrist Risk Factors Factors that increase your chance of developing a wrist fracture include: • Participating in contact sports, such as football or soccer • Participating in activities such as in-line skating, skateboarding, or bike riding • Participating in any activity which could cause you to fall on your outstretched hand • Violence or high-velocity trauma, such as an automobile accident Symptoms If you have any of these symptoms, do not assume they are due to a wrist fracture. Symptoms of a wrist fracture include. • Pain • Swelling and tenderness around the wrist • Bruising around the wrist • Limited range of wrist or thumb motion • Visible deformity in the wrist For more information visit us online at www.ptandme.com Hand Conditions: WRIST FRACTURE Diagnosis Your doctor will ask about your symptoms, physical activity, and how the injury occurred. The injured area will be examined. -
PE2812 Breaking Arm Bones a Second Time
Breaking Arm Bones a Second Time Children who have broken arm bones are at higher risk for breaking the same arm bones again if they do not go through the right treatment, for the right amount of time. How likely is it that There is up to a 5% chance (1 out of every 20 cases) of breaking forearm my child’s arm bones a second time, in the same place. There is a higher risk to break these bones again if the first fracture is in the middle of the forearm bones (as bones will break seen in the pictures below). There is a lower risk if the fracture is closer to again? the hand. Most repeat fractures tend to happen within six months after the first injury heals. First fracture Same fracture after healing for about 6 weeks 1 of 2 To Learn More Free Interpreter Services • Orthopedics and Sports Medicine • In the hospital, ask your nurse. 206-987-2109 • From outside the hospital, call the • Ask your child’s healthcare provider toll-free Family Interpreting Line, 1-866-583-1527. Tell the interpreter • seattlechildrens.org the name or extension you need. Breaking Arm Bones a Second Time How can I help my Wearing a cast for at least six weeks lowers the risk of breaking the same child lower the risk arm bones again. After wearing a cast, we recommend your child wear a brace for 4 weeks in order to protect the injured area and start improving of having a wrist movement. While your child wears a brace, we recommend they do repeated bone not participate in contact sports (e.g., soccer, football or dodge ball). -
Vivid Dreams/ Problems Sleeping: Nausea/Upset Stomach: Itching/Rash
Addressing NRT Barriers • Assess the severity of symptoms (Is it tolerable?). • Assess Hx: onset, duration and any troubleshooting that has already taken place. If indicated, get history of these symptoms when not taking these medications. You may also ask how Pt. would normally treat these symptoms. • If symptoms are tolerable àdevelop troubleshooting plan with Pt. Inform Pt. that many symptoms will go away after a few days. Reassess at next visit, but ask Pt. to call if symptoms persist/worsen or become intolerable before next call/visit. • If symptoms are not tolerableàconsider changing products or dosages as applicable. Consult study physician, as needed. Refer Pt. to their personal physician, if needed (e.g., prescription strength creams). • All potential cardiac symptoms should be promptly reported to study physician. Advise Pt. to discontinue NRT when indicated or instructed by study physician. Vivid Dreams/ Problems Sleeping: - Assess if sleep is being disrupted. Is night waking normal for Pt. – what is Pts.’ normal routine? - May try taking patch off at night, keeping in mind cravings may be stronger in the AM. After a couple of nights, try again to wear patch overnight. If using more than 1 patch, may consider only wearing 1 at night. - May try removing patch at night and putting on 2 hours before waking, especially when early morning waking is part of routine. Otherwise, can set an alarm, put on patch, and go back to sleep. - Regulate eating and sleeping patterns and use sleep hygiene tips (relaxation training, avoid caffeine). - Do not smoke or use short-acting NRT within 1-2 hours of bedtime (especially if sleep initiation is the major complaint.) Nausea/upset stomach: - Ask if nausea is only after using gum/lozenge or also after smoking a cigarette.