Dental pre graduate lessons (sudan)

Dental pre graduate lessons (sudan) This page is made for all pre-graduate dental students who are seeking help in their study.

This page is made for all pre-graduate dental students who are seeking help in their studies. The goal of this page is to improve student knowledge by giving courses on all aspect related to dentistry. Courses given will be on dental related subject: Anatomy, Physiology, Pharmacology, Pathology, Microbiology, Prosthesis, Oral medicine, Oral pathology, Oral surgery, Oral medicine and Radiology, Conservative dentistry, Periodontology, Orthodontics. Studying dose not depends only on reading, there are other techniques to help in the education program for example discussions, practising and solving exams. Finally I would like to dedicate this page to my parents, and for everyone who spent a second in teaching me, without them I will never reach this stage. For more contact and information:
DR: hisham Nabeel Hassan
B.D.S
UNIVERSITY OF MEDICAL SCIENCE AND TECHNOLOGY
KHARTOUM
SUDAN
0912850008

• Sublingual glands o Smallest of the major glandso Produce less than 5% of total saliva output§ Saliva deliv...
21/10/2012

• Sublingual glands



o Smallest of the major glands
o Produce less than 5% of total saliva output
§ Saliva delivered via the ducts of Bartholin
§ The Bartholin ducts exit on the base of the lingual surface of the tongue
o Innervated by parasympathetic fibers
o Little or no sympathetic influence
o Mixed secretion – mostly mucous

• Submandibular glando Second largest salivary glando Produces 65-70% of total saliva outputo The duct is c...
21/10/2012

• Submandibular gland



o Second largest salivary gland
o Produces 65-70% of total saliva output
o The duct is called Wharton’s duct
o Wharton’s duct exits on the floor of the mouth opposing the lingual surface of the tongue
o Located in a depression on the lingual side of the mandibular body
o Innervated by parasympathetic nerve endings and possesses NO sympathetic receptors
o The parasympathetic fibers arrive through the facial and glossopharyngeal nerves
o Mixed secretion – mostly serous

• Parotid gland o Largest of the 3 major glandso Produces 30% of total saliva output§ Parotid duct is also k...
21/10/2012

• Parotid gland



o Largest of the 3 major glands
o Produces 30% of total saliva output
§ Parotid duct is also known as Stenson’s duct
Parotid/Stenson’s duct exits opposing the maxillary second molar
o Located anterior but inferior to the external auditory meatus
o Innervated by sympathetic and parasympathetic divisions
o Secretes serous type saliva

20/10/2012

cardiac physiology:
Electrocardiography: Electrical Activity of the Heart

A. Deflection Waves of ECG

1. P wave - initial wave, demonstrates the depolarization from SA Node through both ATRIA; the ATRIA contract about 0.1 s after start of P Wave

2. QRS complex - next series of deflections, demonstrates the depolarization of AV node through both ventricles; the ventricles contract throughout the period of the QRS complex, with a short delay after the end of atrial contraction; repolarization of atria also obscured

3. T Wave - repolarization of the ventricles (0.16 s)

4. PR (PQ) Interval - time period from beginning of atrial contraction to beginning of ventricular contraction (0.16 s)

5. QT Interval the time of ventricular contraction (about 0.36 s); from beginning of ventricular depolarization to end of repolarization

18/10/2012

CN V: trigeminal
o Largest cranial nerve
o Emerges from pons and goes thru middle cranial fossa
o Forms huge semilunar/trigeminal sensory ganglion (medial side of middle cranial fossa) and divides into 3 pieces
o Primary somatic sensory nerve of head; also a motor nerve of first pharyngeal arch
o Labeling scheme: CN V1, 2, 3
o CN V1 = ophthalmic, entirely sensory
o Goes to superior orbital fissure to join CN III and IV to go to back of orbit
o Supplies cornea, conjunctiva, eyeball, lacrimal gland, forehead, nose, upper eyelid, frontal and ethmoid sinuses
o Emerges in forehead from frontalis
o Branches
Lacrimal: small, lateral
• provides somatic sensory to lacrimal gland, adjacent eyelid and conjuncitva (doesn’t control secretions)
Frontal (supraorbital, supratrochlear): both travel to upper medial corner of eye through foramen
• Terminal branches on forehead: sensory
Nasociliary
• Under levator palpebrae superioris and superior re**us
• Four branches
o Suspends ciliary ganglion with sensory root: see above
Fibers are considered part of short ciliary nerves
Short ciliary
• Parasympathetic
• To back of eyeball, pierce sclera and travel on eyeball
• May contain some sympathetic fibers
o Long ciliary nerves:
Follows same course as short ciliary
Sensory to eye
Primary carrier of sympathetics to ciliary body, iris
• dilate muscles
Side note: sympathetics travel in sympathetic trunk into neck where there are 3 cervical ganglion
• superior cerv. Ganglion
o base of skull, above of carotids
o where sympathetics of head will synapse
o fibers form plexuses around internal and external carotid
o fibers can come up with internal carotid and contribute to CNs
o Ethmoidal and nasal: from ethmoidal and sphenoidal sinuses, nasal cavity and front and tip of nose
pierces medial wall of orbit
Supplies mucosa
Pierces forward to supply nasal cavity: nasal nerves
o Infratrochlear: from superomedial corner of orbit below trochlea
Just sensory

o CN V2 =maxillary, entirely sensory
o Goes thru foramen rotundum (a round hole behind the medial angle of the superior orbital fissure, that goes forward in skull)
o Takes a bent course to go to floor of orbit; travels the infraorbital fissure and thru infraorbital canal and out the infraorbital foramen
o Sensory innervation of cheek; sensory for everything from floor of orbit to roof of mouth
Upper jaw, maxillary sinus, nasal cavity, middle of face, middle ear cavity, auditory tube and dura
o Branches
Supends pteryogopalantine ganglion (CN VII)
• To reach ganglion, travels vertically along pteryogomaxillary canal
• Fibers pass thru then go medially along nasal cavity to palate
Zygomatic: from cheek
• Sends sensory thru lateral wall of orbit onto cheek
Nasal branches: from mucous membranes of nasal sinuses
Palatine branches (lesser, greater, nasopalatine)
• Fibers pass through pteryogpalatine ganglion
• Descend through palatine canal and exit respective foramen
• Sensory nerves to palate
nasopalatine nerve
• supplies nasal septum
• goes to front of palate and exits out opening behind upper incisors (incisor foramen)
• sensory to front of palate
Superior alveolar branches from upper teeth, gums, maxillary sinus
• Maxillary sinus: hollow cavity from floor of orbit to roof of mouth; lined with mucosa
infraorbital: terminal branch
sensory between orbit and mouth
meningeal: from middle and anterior cranial fossae
• given off before exiting foramen rotundum
• supplies dura around area
pharyngeal: passes thru ganglion
• from middle ear cavity and auditory tube
• upper part of pharynx (back of throat)
• connection to middle ear
o CN V3= mandibular, sensory and motor
o Largest division
o Exits skull thru foramen ovale (postero lateral from foramen rotundum; oval opening); exits at lower jaw
o Supplies sensory to lower jaw (tongue, lower teeth, chin, cheek, floor of mouth, anterior 2/3 of tongue, tympanic membrane, salivary glands)
o Also supplies motor innervation for mastication
Branchiomotor: associated with first branchial/pharyngeal arch
Striated muscles are supplied
Branches to muscles of mastication
• Temporalis, masseter, medial and lateral pterygoids
Branches to floor of mouth: mylohyoid, digastric (anterior belly), tensor veli palatine (tenses roof of palate) and tensor tympani (tenses ear drum)
o Branches after motor branches
Buccal
• Sensory from cheek, internal and external
• Pierces buccinator to mucus membranes and skin
Auriculotemporal
• Sensory from external acoustic meatus and tympanic membrane, temporal region and temperomandibular junction
• Suspends otic ganglion (CN IX)
Lingual
• Sensory for anterior 2/3 of tongue, floor mouth, mandibular gums
• Joined by piece of chorda tympani of facial nerve
• Suspends submandibular ganglion (CN VII)
Inferior alveolar
• Sensory from lower jaw, gums, lips and teeth
• Dental, mental nerves
Meningeal
• Accompanies middle meningeal artery (enters back into skull thru foramen spinosum: immediately adjacent to foramen ovale)
• Sensory for dura mater of middle cranial fossa

17/10/2012

This page is made for all pre-graduate dental students who are seeking help in their studies.
The goal of this page is to improve student knowledge by giving courses on all aspect related to dentistry.
Courses given will be on dental related subject: Anatomy, Physiology, Pharmacology, Pathology, Microbiology, Prosthesis, Oral medicine, Oral pathology, Oral surgery, Oral medicine and Radiology, Conservative dentistry, Periodontology, Orthodontics.
Studying dose not depends only on reading, there are other techniques to help in the education program for example discussions, practising and solving exams.
Finally I would like to dedicate this page to my parents, and for everyone who spent a second in teaching me, without them I will never reach this stage.
For more contact and information:
DR: hisham Nabeel Hassan
B.D.S
UNIVERSITY OF MEDICAL SCIENCE AND TECHNOLOGY
KHARTOUM
SUDAN
0912850008

15/10/2012

An effective way to study for tests is to predict the questions that will be on the test. Predicting test questions will help you to focus on the most important information to know going into the test. The key to predicting test questions is to identify the most likely sources of information from which your teacher will construct test questions.

Each of the following is a likely source of test questions.
• Any sections in your textbook that your teacher covers in class.
• Information provided by your teacher that is not in your textbook.
• Questions that your teacher asks in class.
• Information that your teacher writes on the chalkboard.
• Information that your teacher provides in a PowerPoint presentation.
• Anything that your teacher reads aloud.
• Verbal cues such as information that your teacher repeats.
• Visual cues such as information that your teacher provides after checking his or her notes.

Here are some things you should do to further help you predict test questions.
•Ask you teacher what material will be covered on the test. This will help you narrow the field of possible questions.
•Ask your teacher what types of question formats will be on the test. The questions you predict will be different for an essay test than for an objective test such as multiple-choice or true/false.
•Have a designated section in your notebook in which you write possible questions and their answers. Review these frequently.
•Use a symbol such as an asterisk (*) to highlight information in your textbook (if allowed) and in your class notes that you are almost certain will be tested.
•Work with a study group and brainstorm possible questions along with the other members of the group.
•Review previous tests that were given by your teacher. This will help you identify the kinds of questions your teacher writes.
•Imagine that you are the teacher. What questions would you write?
•Last, but not least, pay careful attention whenever your teacher says, "This will be on the test." You can be sure that this information will be represented by one or more test questions.

Predicting test questions accurately will help you do well on a test.

15/10/2012

Rewriting Class Notes:
Teachers often emphasize the information they provide in class lectures when they design tests. This means that your class notes are a vital resource when studying for a test. It is important that your class notes be complete and accurate.

The best way to be certain that your class notes are complete and accurate is to review them in the evening while the information that was covered in class is still fresh in your mind. At this time you should rewrite your notes, correcting any errors, filling in any gaps, and adding additional information as appropriate. Rewriting your class notes also gives you the opportunity to improve their organization and to make them neater, thereby making your notes easier to study from. Further, rewriting your class notes reinforces the information so that you will remember it better.

Here are some tips to consider when you rewrite your class notes.
• Reread your class notes two or three times before beginning to rewrite them. It is important to do this so that you have the “big picture” firm in your mind.
•Rewrite your class notes in an outline format that shows connections and relationships between various topics and key terms.
•Question what you have written in your class notes. Make sure that what you have written makes sense and that you understand what you have written.
•Compare your class notes with those of another student in your class.
•Often, much of the information in a teacher's lecture is based upon the information in the textbook. Check to be certain that the information you wrote in your class notes is consistent with corresponding information in the textbook.
•Use sources of information other than your textbook to gain further understanding of the information in your class notes. The Internet is very helpful in this regard.
•Change any abbreviations and symbols in your class notes into complete words and statements.
•Highlight the most important words and concepts in your class notes.
•Rewrite your class notes in a designated notebook that becomes a primary resource when studying for a test.
•Jot down any questions you think you may need to ask your teacher at the next class session.
Teachers often emphasize the information they provide in class lectures when they design tests. This means that your class notes are a vital resource when studying for a test. It is important that your class notes be complete and accurate.

The best way to be certain that your class notes are complete and accurate is to review them in the evening while the information that was covered in class is still fresh in your mind. At this time you should rewrite your notes, correcting any errors, filling in any gaps, and adding additional information as appropriate. Rewriting your class notes also gives you the opportunity to improve their organization and to make them neater, thereby making your notes easier to study from. Further, rewriting your class notes reinforces the information so that you will remember it better.

Here are some tips to consider when you rewrite your class notes.
• Reread your class notes two or three times before beginning to rewrite them. It is important to do this so that you have the “big picture” firm in your mind.
•Rewrite your class notes in an outline format that shows connections and relationships between various topics and key terms.
•Question what you have written in your class notes. Make sure that what you have written makes sense and that you understand what you have written.
•Compare your class notes with those of another student in your class.
•Often, much of the information in a teacher's lecture is based upon the information in the textbook. Check to be certain that the information you wrote in your class notes is consistent with corresponding information in the textbook.
•Use sources of information other than your textbook to gain further understanding of the information in your class notes. The Internet is very helpful in this regard.
•Change any abbreviations and symbols in your class notes into complete words and statements.
•Highlight the most important words and concepts in your class notes.
•Rewrite your class notes in a designated notebook that becomes a primary resource when studying for a test.
•Jot down any questions you think you may need to ask your teacher at the next class session.

Address

Khartoum

Opening Hours

Monday 11:00 - 23:00
Tuesday 11:00 - 23:00
Wednesday 11:00 - 23:00
Thursday 11:00 - 23:00
Friday 11:00 - 23:00
Saturday 11:00 - 23:00
Sunday 11:00 - 23:00

Telephone

0912850008

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