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more at uh1.com. Ladies

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and gentlemen, boys and girls, friend

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and foe, everybody

1:35

else, I suppose. Welcome. What

1:38

a start. I'm trying to figure out the best

1:40

way to start this podcast. It's only been six

1:42

years and 400 episodes. But welcome

1:45

to another episode of Dr. Mike's A to Z

1:47

of the Human Body. We are

1:49

on the letter A still nearly there.

1:52

And we are on a very interesting, broad

1:54

term, a term that probably encompasses a lot

1:57

of the things we've already spoken about. But

1:59

this term... Matt's gonna cover because

2:01

it was too difficult for me is

2:05

anatomy that's it that's the

2:07

term anatomy so Matt well it's

2:09

in the textbook well the textbook index

2:12

all right well take it away what

2:15

the hell is anatomy well

2:18

you would assume no not assume

2:20

give us the fact well I'll give you

2:23

the etymology in a second but you would

2:25

assume just by the name of it it

2:27

just refers to learning the parts of the

2:29

body what was that

2:31

where it's physiology is how those parts work

2:33

how do you know that the process of

2:36

but what's a anatomy I

2:39

wouldn't be the absence of

2:41

anatomy who thinks that Tommy

2:44

not the person

2:47

but or maybe tome to me what

2:50

time I mean well basically just means to

2:52

cut up okay or to dissect so

2:55

like in in the lab for the lab

2:57

that I work in because I do a

3:00

lot of histopathology looking up

3:02

nerves and looking at nerves and stuff we

3:05

had to do a lot

3:07

of histological processing right and we

3:09

we will cut the nerve or you

3:12

cut the specimen to pieces sometimes

3:14

you do that we

3:16

know you do like you usually embed

3:18

it say in paraffin blocks yeah and

3:20

then you slice it so that would

3:22

slice it with a microtome so it's

3:24

like freezing his grape in an ice

3:26

cube and then cutting the grape by

3:28

cutting the ice cube yeah yeah so

3:31

that that would be and sometimes you

3:33

would if it's a really delicate you

3:35

could you could kind of like

3:37

on a vibrating knife okay the kind

3:39

of can cut through it more

3:42

neatly if you're a Star Wars fan a

3:44

vibrate blade well yeah basically

3:46

yeah how many Star Wars books have you

3:48

read oh countless really

3:51

can't do cool I go on

3:54

so the tone part means to cut

3:56

up yep what else we got now

3:58

to me really has its base us in

4:00

terms of its terminology of

4:03

from a Greek term background meaning

4:05

to dissect. And that's you assume

4:07

that's exactly how it would have

4:09

been taught in back in

4:11

the day is you just had a specimen and

4:14

you just cut it up and name things. Yeah.

4:18

Okay. So that really

4:20

is so the anatomy

4:22

as a discipline in the

4:25

basic sciences, you would say is learning

4:27

the structures of the human body. It's

4:30

a good way of putting it. You agree? Yeah.

4:33

Usually it can be tapped in with physiology. So

4:35

you do an A and P. Yeah. But

4:38

then you can have you

4:40

may disagree with this. Yeah, probably. But when

4:43

you learn anatomy, it has many different

4:45

applications to it. Physiology

4:47

not as much. I don't think you just

4:50

learn it for what it is. Yeah. Okay.

4:53

I think the opposite. But anatomy you can have, you just

4:55

gave an example, functional. Yeah, but

4:57

it's the opposite. Function anatomy, you

5:00

can have growth anatomy. You

5:02

can have clinical anatomy, surgical

5:05

anatomy, developmental anatomy, comparative anatomy. At the end

5:07

of the day, you're looking at the same

5:09

thing in context. Yeah, that's right. But

5:12

in physiology, there's minutia, there's details,

5:14

things are changing. And

5:16

you said the wrong thing. Anatomy

5:19

is just memorizing stuff. And physiology is

5:21

about living, literally living and breathing

5:23

it. And anatomy

5:25

is just, there is a protrusion

5:28

on that bone. I'm going to

5:30

call it a whatever you

5:32

call protrusions on bones because I don't care about anatomy.

5:35

It should be cool. Oh, that's a big one. But

5:37

it was a little one. Jibriosity. There

5:39

you go. Anyway, so

5:41

when you learn anatomy, there's

5:44

different dimensions you can do it. Usually I haven't learned

5:46

it. No, you haven't learned it. Hence

5:48

why you have no appreciation. So

5:51

Like probably in the first year when

5:53

you learn your anatomy, it's what we

5:55

call gross anatomy, which is just the

5:58

structure as a structure. Yeah. Think

6:00

that in order to really

6:02

understand and it's you must

6:04

understand embryology. Yeah. So.

6:06

Unique to now at a at the deepest,

6:08

one of the davis but at a at a

6:11

deeper level you should understand. What

6:13

structure? life? developmental? see? Think that

6:15

embryology is a key basis of

6:17

anatomy cities but I don't think

6:19

it can be taught at the

6:21

front end. I think you how

6:23

interest I think get to learn

6:25

to a degree of anatomy first

6:27

and then come back into it.

6:29

I think it's very hard. To

6:32

fully appreciate embryology. When. You

6:34

don't? I mean now that with the structures dance,

6:36

fair point. And that's why I think it's. It's

6:39

a discipline, that's why it. Is

6:41

gonna lie so he didn't feel safe

6:43

and superficial is that once you. So.

6:47

I've taught it at different levels and

6:49

say when you're teaching it to a

6:52

first she's a basic and real by

6:54

Sigma. That's when you take a diverse,

6:56

easier, You. Don't necessarily

6:58

have to bringing a whole lot of the different

7:00

applications. Always

7:04

trust you ways to try to tell

7:06

a story into it because you know

7:08

see more yes humans try to us

7:10

will want to have context and something

7:13

applied to it near so another name

7:15

or mainly only because by definition for

7:17

it has protests recounts but then when

7:19

you start to let's say you're teaching

7:21

surgical trainees then they want different. Parts

7:24

to it's not just. Started

7:27

surgical an enemy. Their services it from

7:29

a surgical context or the didn't development

7:32

of doesn't make sense. Why does it

7:34

have the branches of his nerves show

7:36

the white has minutes. My.

7:39

Opinion next. Oh, except when it's.

7:41

This is Tammy admin netflix asked

7:43

felt like that went on the

7:45

nerve with it for instance ah

7:48

and then use in other lie

7:50

is like comparative anatomy see you

7:52

compared to animals and the neck

7:54

is an Id Evolutionarily Why? the

7:56

structure is the way humans compared

7:58

to Dogs, maybe.

8:02

Or fish. You know, I always go back to fish. Yeah, you always

8:04

go back to dogs. You always talk about like 1940 Russian

8:08

bloody experiments where they're cutting

8:10

off pancreas of dogs. That's

8:12

what I'm doing. Then usually

8:15

also kind of running parallel to

8:17

it is histology or you could say

8:20

microscopic. So that's

8:22

grosses like with the eye. Microscopic

8:24

is obviously with a microscope. Sometimes grosses

8:27

with the nose when it smells bad.

8:29

You're like, yuck, gross. But

8:31

I'm making a joke here. Yes, it wasn't

8:33

very funny. And then

8:35

you can have with the

8:38

clinical anatomy. So if you're

8:40

learning certain, I don't know,

8:42

say physical examination. So you're

8:44

learning auscultating the chest on

8:46

the different lung fields. Understanding

8:50

where your status gauge placed.

8:53

You know, you need to know your

8:55

anatomical landmarks to put the status card

8:57

in the right location. ECJs. But

9:00

also what's underlying that. So what lobe

9:02

of the lung are you actually listening

9:04

to? Again, that's important. So that kind

9:06

of lays it as well. But

9:09

then you could, something that's becoming

9:11

more relevant is radiological

9:13

anatomy. Oh, yes. We're doing that at

9:16

our medical school. So because as clinicians,

9:18

you're going to be looking at

9:21

your patient's anatomy. A lot of

9:23

it through. MRIs, CTs, X-rays,

9:26

ultrasounds. It would be

9:28

good to learn your anatomy with that

9:30

application at the same time. So that's

9:33

probably fairly good to learn even

9:35

in first year. To appreciate how

9:37

the body looks in X-ray

9:40

or MRI whilst you're learning the gross as

9:42

well. So

9:44

I guess I'm saying here there's a lot of different ways

9:46

you can teach it. And it

9:48

does bring it to life more. And

9:50

I know you're like, well, that's because it's completely

9:53

boring. But until we get

9:55

to physiology, oh, boy, it's going to be great.

9:58

But that was a very good study. summary

10:00

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