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Arthur F Dalley

Publications and source records attributed to Arthur F Dalley.

4 recordsLinked to original sources
PubMed2005

Nerve supply of the brachioradialis muscle: surgically relevant variations of the extramuscular branches of the radial nerve.

The brachioradialis muscle is utilized in tendon-transfer operations, carried out for a variety of purposes. The extramuscular branches of the radial nerve to the brachioradialis were dissected and studied in 43 embalmed cadaveric specimens. The number of primary and secondary branches and the spatial locations of their origins and muscle-entry points was determined for each specimen. All distances were measured relative to the lateral epicondyle. A wide anatomic variation was observed in both the nerve branching pattern as well as the number and locations of muscle-entry points. A single primary nerve branch was found in 20 specimens, or 46.5% of the cases. On an average, single primary nerve branches arose from the radial nerve 30 mm proximal to the lateral epicondyle. In 16 of these cases, the primary branch splits into two to four secondary branches, and in four cases there was only one branch entering the muscle. Seventeen specimens had two primary branches whose origin points were separated by 5 to 40 mm with an average of 15 mm. In seven of these seventeen cases one or both of the primary branches split into secondary branches. Six specimens had three primary branches; the origin points of the most proximal and the most distal branch were separated by up to 30 mm with an average of 13 mm. Excluding the four cases with extensive fanning into multiple thin branches, the number of muscle-entry points ranged from 1 to 4 (mean 2.7). The locations of the muscle-entry points for all specimens were widespread ranging from 50 mm proximal and 40 mm distal to the lateral epicondyle with an average at 6 mm proximal to the lateral epicondyle. The greatest distance between muscle-entry points was 50 mm in a single specimen. In surgical procedures involving dissection of the brachioradialis muscle more proximal than 50 mm distal to the elbow, the extramuscular branch(es) of the radial nerve branches to the brachioradialis may be at risk.

Cadaver↗
PubMed2002

From college to clinic: reasoning over memorization is key for understanding anatomy.

Anatomy and physiology are taught in community colleges, liberal arts colleges, universities, and medical schools. The goals of the students vary, but educators in these diverse settings agree that success hinges on learning concepts rather than memorizing facts. In this article, educators from across the postsecondary educational spectrum expand on several points: (1) There is a problem with student perception that anatomy is endless memorization, whereas the ability to manage information and use reasoning to solve problems are ways that professionals work. This misperception causes students to approach the subject with the wrong attitude. (2) The process of learning to use information is as important as the concepts themselves. Using understanding to explain and make connections is a more useful long-term lesson than is memorization. Anatomy should be presented and learned as a dynamic basis for problem solving and for application in the practice and delivery of quality health care. (3) Integration of form and function must be explicit and universal across all systems. (4) Using only models, images, audiovisuals, or computers cannot lead students to the requisite reasoning that comes from investigative dissection of real tissue. (5) Some undergraduate courses require students to memorize excessive musculoskeletal detail. (6) Learning tissue biology is a particular struggle for medical students who have no background from an undergraduate course. (7) Medical professors and students see benefits when students have taken undergraduate courses in anatomy, histology, and physiology. If medical schools suggest these electives to applicants, medical students might arrive better prepared and, thus, be able to learn clinical correlations more efficiently in the limited allocated time of medical school curricula.

Anatomy↗