Intro to Anatomical Position, Planes, Directional Terms, and Lab Nomenclature

Anatomical Position and Lab Orientation

  • Overview: In this course, most weeks work with models (plastic) or images; human remains are only used when specified (bones for labs 5 and 6). You will be told explicitly when human parts are on the table.
  • Human remains policy in labs: ribs and other cataberric bones may be shown only from donated bodies; other bones are used as models. Expect explicit guidance when handling human remains on lab days.
  • Lab conduct reminder: avoid eating, drinking, or snacking in the lab, especially on days with human remains on the table to prevent cross-contamination of dust or materials.
  • Accessing course materials: start with D2L (Brightspace); you may need your ETSU OpenAthens login if accessing off campus. There is a 3D model available to examine and rotate to study bone orientation; you can magnify in/out and click on bones to call out names.
  • Anatomical position as default reference: stand upright facing forward with good posture. This position is the baseline when naming or describing structures, regardless of rotation or orientation:
    • Shoulders square, chin forward, feet flat on the ground, arms at sides with palms facing forward.
    • This is the starting point for all directional terms and naming conventions.
  • Left/right on anatomy terms: describe from the patient’s perspective. If a feature is on the patient’s left forearm but appears on the right side of the screen, you still label it as left/right from the patient’s view, not the viewer’s perspective.
  • Relative directional terms: general approach to describe locations within the body using the anatomical position as reference.

Axial vs Appendicular Skeleton; Midline and Planar Orientation

  • Axial skeleton: bones along the central axis (head, neck, thoracic cage, trunk).
  • Appendicular skeleton: bones of the limbs (arms and legs).
  • Terms of orientation along the midline:
    • Superior (cranial, cephalad): closer to the head.
    • Inferior (caudal): closer to the feet/pelvis.
    • Proximal (for appendages): closer to the point of attachment to the trunk.
    • Distal (for appendages): further from the point of attachment to the trunk.
    • Note: Proximal/Distal are used for limbs; trunk uses superior/inferior.
  • Terms for the midline reference:
    • Axial vs appendicular distinction affects which terms you use.
    • Median/midsagittal: a plane that cuts the body into equal left and right halves.
  • Proximal/Distal nuance:
    • Proximal/distal apply to limbs and their segments; there is one exception mentioned but not detailed—students are told not to worry about it for about 25 weeks.
  • Phalanges naming (fingers):
    • Proximal phalanges are closer to the palm; distal phalanges are the tips of the fingers.
  • Medial vs Lateral:
    • Use a midline reference (the dotted red line in the model): closer to the line is medial; farther away is lateral.
    • Example: thumb is typically lateral to the hand in the anatomical position; pinky is medial.
  • Anterior vs Posterior (ventral vs dorsal):
    • Anterior = ventral (front-facing surface).
    • Posterior = dorsal (back-facing surface).
    • These terms are used for both the body as a whole and for appendages.
  • Superficial vs Deep:
    • Superficial = closer to the surface; Deep = further from the surface.
    • Useful for describing layers of tissues and for describing the depth of lacerations or injuries.
  • Quick cross-pairs:
    • Superficial ↔ Deep; Proximal ↔ Distal; Superior ↔ Inferior.
  • Note on terminology consistency: The instructor emphasizes not mixing terms like front/back with other pairs; choose the appropriate pair based on context (e.g., anatomical position vs. orientation of a limb).

Planes and Planar Sections (3D to 2D cuts)

  • Planes are defined as sections through the body and are orthogonal (at 90 degrees) to each other:
    • Orthogonal means a right angle between planes; often described as 90° or ⟂.
    • There are three primary planes that are mutually orthogonal:
    • Sagittal plane: divides left and right sides; includes left and right sections. A midsagittal plane passes through the midline producing equal left/right halves.
    • Coronal (frontal) plane: divides anterior (front) and posterior (back).
    • Transverse (horizontal) plane: divides superior (top) and inferior (bottom).
  • Oblique plane: any plane that is not parallel to sagittal, coronal, or transverse; cuts the body diagonally.
  • How to visualize planes:
    • Imagine a sheet of glass dropping from above to create a clean cut; this metaphor helps understand where the body is sliced.
  • Plane naming and lab labeling:
    • Do not mix terms like “transversal” with “transverse”; use either term consistently (transverse or horizontal plane).
    • Some images may label a section as midsagittal or parasagittal, but your course will focus on the concepts of left/right halves (sagittal) vs non-midline sagittal cuts (parasagittal).
  • Application to anatomy images and models:
    • A head model might be cut sagittally to show left/right sections; the skull sutures to identify planes (e.g., sagittal suture for left-right division; coronal suture for anterior-posterior division).
    • Abdominal pictures may show transverse colon or muscles named by their plane of orientation (e.g., transversus abdominis).
  • Planes and common anatomical terms:
    • Sagittal plane → left/right sections.
    • Midsagittal plane → symmetrical left and right halves.
    • Parasagittal plane → left/right sections without symmetry.
    • Coronal plane → anterior/posterior sections.
    • Transverse plane → superior/inferior sections.
    • Oblique plane → diagonal sections.
  • Real-use example: A skull image could be sectioned sagittally to show left/right features and identify sagittal suture; abdomen images may use a transverse cut to separate upper and lower regions.

Lab Tools, Access, and Practice with Models

  • On-campus vs off-campus access:
    • Access through campus network uses normal login; off-campus requires ETSU OpenAthens credentials.
  • 3D model utility:
    • Helpful for visualizing rotation, perspective, and relative positions of bones.
    • Can magnify and rotate to identify bones and their features; click bones to reveal names.
  • Anatomical position as default reference (emphasis):
    • Always refer to this orientation when naming or describing structures, regardless of how the model is rotated.
  • Proximal/Distal and appendages:
    • Distal terms refer to parts farther from the attachment point to the trunk; proximal refers to parts nearer to the trunk.
  • Medial/Temporal (lateral) usage:
    • Medial structures are closer to the midline; lateral structures are farther from the midline.
  • Superficial/deep explained via the model:
    • The depth can be adjusted by moving a bar in the 3D model; the deeper you go, the deeper the tissue lies relative to the surface.

Gross Anatomical Terminology and Roots

  • Greek/Latin roots resource:
    • There is a PDF (Greek and Latin roots) under Content -> Lecture Material -> Week 1 (more detail than exams require, but useful for those pursuing medical/science fields).
    • Use this as a guide for understanding prefixes, roots, and suffixes.
  • Textbook and lab documents:
    • The textbook and a labeled image from the textbook are reference resources; be aware of common labeling errors in some images (e.g., shoulder labeled as shoulder instead of acromion; mis-spelling of thoracic terms).
  • Noun vs adjective forms:
    • The words in bold in the lab document are the noun forms; the words in parentheses are adjective forms. For example: acromion (acromial region) vs acromial; brachium (upper arm) vs brachial (adjective for relating to the upper arm).
  • Examples of terminology you will encounter:
    • Acromion (part of the scapula) vs shoulder
    • Brachium (upper arm)
    • Antecubitus (anterior elbow bend) vs cubitus/cubital fossa
    • Carpus (wrist); Palma (palm); Palmar arches; Palmar cysts
    • Pes (foot) vs Crus (shin); Sura (calf) vs Surae
    • Tarsus (ankle); Calcaneus (heel)
    • Dorsum (the back of the body) and the subdivisions of the back (lumbar → lumbus; lumbar means the adjective form for lumbus)
    • Cervical (neck) vs cervix in reproductive anatomy; context matters
    • Cephalon (the head) with subdivisions: cranium (skull) and base (inferior aspect); Facies (face)
    • Ocular root: Oculus for eye; Orbicularis oculi as the muscle that closes the eyelid
    • Orbit and auris roots:
    • Auris (ear) and Auris-related terms (auricular surfaces)
    • Otorhinolaryngology references may appear, but keep focus on anatomical regions
  • Important caveats mentioned:
    • Two labeling issues in a textbook image were called out: shoulder should be acromion (acromial region); the chest label should be thoracis (Latin root) rather than a misspelling.
    • Note the potential confusion between similar-sounding terms (auris vs otic; oculus vs ocular; oris vs oral) and ask for clarification if unsure.
  • Example of how to apply roots in naming:
    • The sticker on the brachium would be described as brachium or brachial region depending on context.
    • The area where the arm attaches to the trunk is the axilla; note that students sometimes mix axial vs axilla in spelling and naming.
    • The elbow crease (antecubital fossa) is ruled by antecubitus (anterior bend).
  • Abdominopelvic regions and quadrants (quick reference):
    • Quadrants divide the abdomen into four: right upper quadrant (RUQ), left upper quadrant (LUQ), right lower quadrant (RLQ), left lower quadrant (LLQ).
    • Regions (nine-region system) include: right hypochondriac, epigastric, left hypochondriac; right lumbar, umbilical, left lumbar; right iliac (inguinal), hypogastric, left iliac.
    • Landmarks and organs commonly associated:
    • Hypochondriac regions (right/left): liver and gallbladder on the right; stomach and spleen better aligned with the left side.
    • Epigastric region: above the stomach; epigastric prefix epi- means above or on top of; stomach root gastr-; gastric refers to the stomach.
    • Umbilical region: around the umbilicus (navel).
    • Lumbar regions: area of the kidneys.
    • Iliac (inguinal) regions: include the appendix on the right iliac region; sigmoid colon involvement on the left side; iliac relates to the ilium bone.
    • Hypogastric region: below the stomach; associated with the urinary bladder region in many anatomical contexts.
  • The stomach root and prefixes:
    • Gastr- as a root for the stomach (gastric, gastritis, gastro- forms).
    • Epigastric region: epi- meaning above/on top of; gastric area is below this region.
    • Umbilicus (navel): anatomical landmark at the umbilical region.
    • Pelvic bones: os coxa; coxal bone; ilium refers to the hip bone; pelV region references.
  • Reading and applying regions in practice:
    • In lab activities, you may encounter questions asking you to identify quadrants or regions labeled in diagrams. Use the lab document as the primary source for which labels to fill in.
    • Practice applying the tic-tac-toe grid concept to a digestive model: draw a vertical midline and a horizontal line across the umbilical region to create four quadrants; then subdivide left/right into upper and lower sections to assign regions.
    • The posterior view includes gluteal region anatomy; be mindful of visual placement when using images with posterior orientation.

Practical Lab Activities and Assessment Guidance

  • Activity format: fill-in-the-blank on lab documents; you will need to read questions carefully since a single diagram can be used for multiple questions (e.g., identifiy quadrant vs region labeled as “a”).
  • How to approach a labeling task:
    • Use the provided lab document’s list for the required terms; you may have to type in only the specified blanks.
    • When uncertain, discuss within your group or ask the instructor; group collaboration and communication are encouraged.
  • On-screen practice with a digestive model:
    • Identify structures visible on the model: porus (orbicularis oris for mouth) vs mentis (chin) vs cervus (cervix reference) (note: transcript uses Latin roots and may contain minor pronunciation notes).
    • Determine the right side versus left side from the model and assign quadrants according to the labeled axes.
    • The right upper quadrant contains liver and gallbladder; the right lower quadrant contains parts of the intestines and cecal area.
  • Group study dynamics observed in the transcript:
    • A group conversation about how to interpret where a cut is made on a model; the instructor encourages practical, collaborative exploration and live demonstration of cutting sections with clay and a knife to understand planes.
    • The class uses a live interaction style: students call out “square” when ready to be checked by the instructor.
  • Accessibility notes and searchability:
    • Documents in each module have a search feature to locate keywords or phrases; this helps when you are trying to connect terms to diagrams or models.
  • Real-world and cross-disciplinary relevance:
    • The material reinforces foundational anatomy concepts used across nursing, medical school, and allied health programs: anatomical position, directional terms, planes, and regional terminology;
    • The Greek/Latin roots provide a basis for medical terminology you will encounter in textbooks, exams, and clinical practice.
  • Final reminders and expectations:
    • You will encounter terms like epi-, hypo-, supra- and other prefixes when naming regions or describing spatial relations.
    • The course emphasizes precision in terminology (noun vs adjective forms) and consistent use of planes and directional terms.
    • If you notice inaccuracies in a reference image (as described in the transcript), note them and rely on the lecture content for the correct usage.

Quick Reference: Key Terms and Concepts (summary checklist)

  • Anatomical position: standing, facing forward, shoulders square, chin forward, feet flat, arms at sides, palms forward.
  • Axial vs Appendicular skeleton; midline and planes:
    • Axial: skull, vertebral column, thoracic cage.
    • Appendicular: limbs.
    • Superior/Inferior; Proximal/Distal; Medial/Lateral; Anterior/Posterior; Ventral/Dorsal; Superficial/Deep.
  • Planes of the body:
    • Sagittal (left-right), Midsagittal (equal halves), Parasagittal (unequal left-right).
    • Coronal (anterior-posterior), Transverse (superior-inferior), Oblique (diagonal).
    • Orthogonal relationship: planes are at right angles to one another (90^\circ, or ⟂).
  • Regional terminology (examples from the transcript):
    • Acromion vs shoulder; brachium (upper arm); antecubitus (anterior elbow bend); cubitus/cubital fossa; carpus (wrist); palma/palmar; pes (foot); crus (shin); sura (calf); tarsus (ankle); calcaneus (heel); dorsum (back); lumbus (lumbar); cervical (neck); cephalon (head); cranium; facies (face); oculus (eye); orbicularis oculi (eye-closure muscle);
    • Auris (ear); auricular surfaces; gastr- root for stomach; epigastric, hypochondriac, umbilical, lumbar, iliac, hypogastric regions; ileum/ilium distinction.
  • Abdominopelvic divisions:
    • Quadrants: RUQ, LUQ, RLQ, LLQ.
    • Regions: right/left hypochondriac, epigastric, umbilical, right/left lumbar, right/left iliac, hypogastric.
  • Lab tools and workflow:
    • D2L access; OpenAthens login for off-campus use; 3D model for rotation and exploration.
    • Lab activities include identifying and labeling regions, quadrants, and planes on models and diagrams.
    • Use of Greek/Latin roots PDF as a reference to understand terms and prefixes.
  • Practical tips:
    • Practice naming using anatomical position as baseline.
    • Use consistent planes and directional terms in descriptions; avoid mixing terms like front with anterior unless clearly defined.
    • Expect and engage with collaborative lab activities to solidify understanding of planes and regions.

This set of notes consolidates the key ideas, definitions, examples, and practical guidance from the transcript. It maintains the instructor’s emphasis on using the anatomical position as the reference frame, understanding directional terms, planes of section, and the regional terminology used in gross anatomy labs. It also preserves the discussion about lab procedures, resource links, and common confusions highlighted in the session.