Mari Mengenal Saraf Kranial

Salaam,

Anda ada masalah bahasa? Sukar memahami anatomi kerana bahasa? Anda ada alternatif. Berikut adalah nota saraf kranial terjemahan bahasa melayu. Ia hanya untuk memudahkan anda. Kebanyakan buku anatomi tubuh manusia adalah di dalam bahasa inggeris. Anda perlu menguasai kedua-dua bahasa.

Sebelum mengenali saraf kranial, mari mengenal sistem saraf secara umum.

Sistem Saraf sebagaimana yang anda pelajari di peringkat sekolah menengah terbahagi kepada 2:

1. Sistem Saraf Pusat (Central Nervous System)
2. Sistem Saraf Periferi (Peripheral Nervous System)

Sistem Saraf Pusat terdiri daripada 2:

1. Otak (Brain)
2. Saraf tunjang (Spinal Cord)

Sistem Saraf Periferi pula terdiri daripada 2:

1. Saraf Kranial (Cranial Nerves)
2. Saraf Spinal (Spinal Nerves)



SARAF KRANIAL (Cranial Nerves (CN))

1. Terdapat 12 pasang saraf kranial (kanan dan kiri).
2. Saraf-saraf kranial kelihatan muncul daripada bahagian bawah otak.
3. Selalunya dikenali dengan nombor. Ia juga boleh mempunyai nama sendiri.

CN1- Olfactory nerve -adalah saraf untuk bau (smell or olfaction)

CN2- Optic nerve -saraf untuk melihat (sight-related to optics)

CN3- Oculomotor nerve -saraf ke otot mata (pertaining to eye- ocular)

CN4- Trochlear nerve -saraf otot mata superior oblique yang mempunyai penyangkuk (pulley = trochlea)

CN5- Trigeminal nerve -saraf tri-geminal kerana ada 3 bahagian (tri=three)
i. Bahagian Ophthalmic -ke orbit mata
ii. Bahagian Maxillary -ke rahang atas (upper jaw)
iii.Bahagian Mandibular -ke rahang bawah (lower jaw)

CN6- Abducent nerve -saraf otot lateral rectus yang abduksikan bola mata (abducent=abduct)

CN7- Facial nerve -saraf otot muka

CN8- Vestibulo-cohchlear nerve -ada 2 bahagian:
i. Vestibular nerve -untuk keseimbangan (equilibrium)
ii. Cochlear nerve -untuk pendengaran (auditory)

CN9- Glossopharyngeal nerve -ke lidah (glosso-lidah) dan pharynx

CN10- Vagus nerve -saraf 'merayau' (vagrant-wandering) kerana mensarafi kawasan yang meluas ke leher, thorax dan abdomen)

CN11- Accessory nerve -saraf 'aksesori' kerana kelihatan seperti sebahagian daripada saraf vagus (accessory to vagus)

CN12- Hypoglossal nerve -saraf ke otot lidah yang bergerak ke bawah lidah sebelum mensarafinya (hypo-bawah, glosso-lidah)

Ingat tau yang 12 ni penting! Boleh lihat gambar yang bagus di laman berikut:

http://faculty.washington.edu/chudler/cranial.html


Justingat

Importance of Prior Knowledge- Notes to Lecturers

Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose.

Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences. (Kujawa and Huske, 1995)



Students learn and remember new information best when it is linked to relevant prior knowledge. Teachers who link classroom activities and instruction to prior knowledge build on their students' familiarity with a topic (Beyer, 1991) and enable students to connect the curriculum content to their own culture and experience.

Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. It is the proper entry point for instruction, which should build on what is already known, and a major factor in comprehension--that is, making sense of our learning experiences. (Kujawa and Huske, 1995)

Teachers can use class discussions and graphic organizers to activate and illustrate students' prior knowledge. Such dialoging and visualizations also encourage students to think about their thinking (What do I do in a particular situation and why?), transferring the thought process to a conscious level.

By tapping their students' prior knowledge in all subject areas, teachers can plan lessons that will: clarify incomplete or erroneous prior knowledge, determine the extent of instruction necessary in a particular topic area, and discern necessary adjustments to planned independent activities and assessment materials. (Kujawa and Huske, 1995)

Teachers also can use prior knowledge to make instruction more meaningful. Many researchers (Peshkin, 1992; Protheroe & Barsdate, 1992; & Lee, 1992) emphasize the importance of incorporating parallels between a student's cultural background and the curriculum's design. As the world changes, students must learn to understand and appreciate the experiences and contributions of people from different backgrounds. A culturally responsive education links curriculum, instruction, and assessment to the students' experiences, language and culture, in other words, to their prior knowledge.

The challenge is to find the knowledge and practices in family and community life that have a common orientation with what the schools seek to teach. Luis Moll and his associate's research on "funds of knowledge" finds just such a relationship in Hispanic communities; other researchers find application in different cultural settings (Au, 1992; Gay, 1994).

Finally, understanding the student's abilities is as important to effective instruction as selecting the appropriate instructional materials. The Vygotskian (1978) notion of "zone of proximal development" suggests there is an optimal challenge level for learning, one that is neither too difficult nor too easy and meaningful to the learner beyond the classroom. Thus, teachers should direct and guide the student through the instructional task until he or she can successfully complete it without any help. Palincsar and Brown approach instruction in a similar way, encouraging within the classroom the type of natural instructional dialogue that occurs between children and adults outside of school.

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm

Wisdom to Teach NHAM09

Sistem Blok

Salaam,

Sekitar setiap pertengahan tahun, pelajar-pelajar baru perubatan dan pergigian tahun 1 akan memulakan sesi pembelajaran mereka di universiti. Bagi pelajar-pelajar universiti sains malaysia (USM) kampus kesihatan, mereka perlu belajar mengikut sistem blok.



Bagi pembelajaran anatomy, ia juga mengikut sistem blok yang sama.



Anatomy, Physiology, Biochemistry dan lain-lain yang berkaitan diajar di dalam setiap sistem blok.

Selamat Belajar!

JustEnjoy

A.N.A.T.O.M.Y

Terminology:

Anatomy (from the Greek ἀνατομία anatomia, from ἀνατέμνειν ana: separate, apart from, and temnein, to cut up, cut open) is a branch of biology and Medicine which studies primarily the internal structure and design of the structure of living things.

Wikipedia Encyclopedia



Generally, the subject of anatomy is further subdivided into 4 major parts:

1. Gross Anatomy (the one that you see with your naked eye)
2. Histology or Cell Biology (the one that you see with the help of microscope)
3. Embryology (Human Development)
4. Neuroanatomy (Regarding the structural organization of brain and spinal cord)


JustIntro

Regional Anatomy

Terminology:



Regional anatomy is the study of anatomy based on regions or divisions of the body and emphasizing the relations between various structures (muscles and nerves and arteries etc.) in that region.

1. Head and Neck
2. Thorax
3. Abdomen
4. Pelvis
5. Upper Limb
6. Lower Limb
7. Back

JustLearn

How many bones are there in Human body?

This morning i read a book.

Ahmad dan Daud meriwayatkan dari Buraidah, bahawa Rasulullah s.a.w bersabda, yang bermaksud:

"Dalam tubuh manusia itu terdapat 360 ruas tulang. Hendaklah dia bersedeqah untuk setiap ruas itu."

Para sahabat bertanya; "Siapakah yang mampu melaksanakan itu ya Rasulullah?"

Rasulullah s.a.w menjawab: "Kotoran yang ada di masjid, lantas ditutupnya (dibersihkan) dengan tanah, atau menyingkirkan sesuatu gangguan dari tengah jalan itu bererti sedeqah. Atau sekiranya sanggup, cukuplah diganti dengan mengerjakan SOLAT DHUHA sebanyak 2 rakaat".

How many bones are there in our body?

At birth the human body has about 350 bones, but by the time adulthood rolls around, some of our bones have fused together to give us a total of 206 bones in our body!

Here is the breakdown:

The adult skeleton consists of 206 bones . . .

- 28 skull bones (8 cranial, 14 facial, and 6 ear bones);

- the horseshoe-shaped hyoid bone of the neck;

- 26 vertebrae (7 cervical or neck, 12 thorax, 5 lumbar or loins, the sacrum which is five fused vertebrae, and the coccyx, our vestigial tail, which is four fused vertebrae);

- 24 ribs plus the sternum or breastbone; the shoulder girdle (2 clavicles, the most frequently fractured bone in the body, and 2 scapulae);

- the pelvic girdle (2 fused bones);

- 30 bones in our arms and legs (a total of 120);

- There are also a few partial bones, ranging from 8-18 in number, which are related to joints.

Basically, there are 7 vertebrae and the hyoid bone in the neck. Some of the above information was taken from this site, which has an extremely detailed breakdown of the skeletal system and its capabilities . . .

http://www.classbrain.com/artaskcb/publish/article_145.shtml

There must be 360 bones. If we have 350 bones at birth, where are the other 10 bones? hmmmm..... let's find out!(What about other opinions or hadiths? Please share them with me..)

JUSTFIKIR

Susahlah anatomi ni doktor.... macamana ni?

السلام عليكم

Apabila sahaja aku bersama pelajar-pelajar, soalan yang sama sahaja diajukan, "doktor, susah lah anatomi... ada cara yang lain yang lebih bagus tak?..."



Fikir-fikir semula... ya! Memang semua perkara pun kalau tak faham, semua jadi susah.. sebenarnya tiada jalan mudah menguasai ilmu ni melainkan dengan mengkajinya sendiri, berdiskusi dan menjawab soalan-soalan berkaitan. Pelajar-pelajar tidak seharusnya menyalahkan pensyarah sahaja sedangkan pelajar-pelajar harus membuat pembacaan dan kajian sendiri dan jika masih tidak memahaminya barulah terus merujuk kepada pensyarah. Pensyarah juga harus sentiasa meneruskan kajian dalam bidangnya masing-masing sambil memerhati dan mencari penemuan baru.

Kesilapan pelajar.

Pelajar perubatan, pergigian atau paramedik mempelajari anatomi sebagai sebahagian daripada subjek di universiti atau kolej perubatan. Antara kesilapan yang biasa dilihat di kalangan pelajar ialah mereka hanya mempelajari nota kuliah dan mengabaikan pengkajian yang lebih mendalam terhadap buku-buku pelajaran yang sedia ada untuk lebih memahami konsepnya dan fakta-fakta berkaitan. Alasan sebahagiannya ialah mereka tidak mempunyai masa untuk membacanya kerana perlu memberi perhatian kepada subjek lain seperti fisiologi, biokimia dan sebagainya.

Pada saya, soal masa bukanlah alasannya kerana saya juga melihat ada pelajar yang cemerlang.Saya akui ada pelajar yang sukar atau lambat memahami sesetengah topik, tetapi itu tidak bermakna anda mengambil mudah pelajaran anda.

Tiada jalan mudah

Subjek anatomi manusia kelihatan luarannya seperti sukar dan kompleks. Saya juga mengakui agak mengambil masa yang lama juga ketika menjadi pelajar di sekolah perubatan untuk memahami subjek ini. Ada beberapa perkara juga yang saya rasa boleh menjadi faktornya:

1. Faktor pensyarah

Ada sesetengah pelajar menghadapi kesukaran memahami bahasa Inggeris yang digunakan pensyarah ketika menyampaikan kuliah mereka. Bukan sahaja pensyarah warga asing malah pensyarah tempatan juga. Isi kandungan 'slide' kuliah mereka kadang-kadang terlalu padat atau terlalu ringkas sehingga pelajar sukar memahaminya dengan baik. Pemilihan gambar yang terlalu banyak label atau terlalu umum menyukarkan pelajar.

2. Faktor pelajar

Tidak saya nafikan pelajar sangat mengharapkan pembacaannya dipermudahkan oleh pensyarah, namun tiada jalan mudah bagi pelajar untuk menguasai pemahaman melainkan membuat nota sendiri.Percayalah, dengan membuat nota sendiri anda akan mudah memahaminya dan apabila anda mahu mengulangkajinya, anda boleh melakukan dengan masa yang singkat dan hafalan anda menjadi bertambah baik kerana anda tidak membacanya seperti kali pertama.

Anatomi itu mudah, janganlah memberatkannya.

wassalaam