Clinical atlas of human anatomy

The object of this atlas is to assist undergraduates and postgraduates in the study of human anatomy. Of course, good textbooks and atlases already exit and by coloring arteries read and nerves yellow, for example, they are justly popular as aids to learning. But so often, and especially for newcomers to the subject, the interior of the body, and we believe it is helpful to show body structures as they actually exist in suitably prepared specimens of the kind that students see in the dissecting room and meet in examinations. In this way we hope to bridge the gap between the description of the textbook and the reality of the body. When a student is dissecting or being asked to identify a structure in an examination, when a physician is examining a patient, or when a surgeon is operating, they direct their gaze at any one time on to a fairly small area, and the size of the printed page has been carefully chosen so that the illustrations could be made approximately life-size.^ Obviously there are wide variations in body size and some illus tractions may appear larger and others smaller than a student's own particular specimen. Occasionally the monocular vision of the camera lens may give rise to a minor degree of distortion compared with similar views in a drawing. It is all to easy to alter a drawing to include or exclude anything that is wanted or not wanted, but with actual specimen ts the camera has an all-embracing eye and the choice of a precise camera angle has been all-important in showing the proper relationships of structures to one another. By displaying the parts of the body in their natural size we have been able to label structures by numbers overlying them and to avoid in most instances the use of unsightly leader lines, except for very small or crowded structures. For revision purposes students will be able to test their knowledge by covering up the numbered keys.^ Usually we have deliberately given different numbers to the same structure in similar dissections so that the student must exercise a judgment and cannot identify a structure simply by remembering a number from a previous picture (although in the case of bones a remembering a number from a previous picture (although in the case of bones a single key has been used for different views of the same bone in order to save space). In most illustrations numbering begins in the upper left part of the picture and proceeds in a clockwise direction, although it has not always been practical to

Year

2013

Language

English

Publisher

Elsevier Mosby

Editions

2

Pages

400

ISBN

9780723436973

Data source: Wikidata