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S T R U C T U R E S
O F T H E
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S T R U C T U R E S
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FRANK J. WEAKER, PHD
Professor
Distinguished Teaching Professor
Department of Cellular & Structural Biology
The University of Texas
Health Science Center at San Antonio
San Antonio, Texas
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F. A. Davis Company
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Library of Congress Cataloging-in-Publication Data
Weaker, Frank J.
Structures of the head and neck / Frank J. Weaker. — 1st ed.
p. ; cm.
Includes index.
ISBN 978-0-8036-2958-5
I. Title.
[DNLM: 1. Head--anatomy & histology. 2. Neck—anatomy & histology. 3. Central Nervous
System—anatomy & histology. 4. Dental Hygienists. 5. Stomatognathic System—anatomy &
histology. WE 705]
QM535
611'.91—dc23
2013016352
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The fee code for users of the Transactional Reporting Service is: 978-0-8036-2958-5/14 0 + $.25.
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P
REFACE
The complexity of the head and neck can be overwhelm- skull and vertebrae. In Chapter 3, the muscles of the
ing for the novice dental hygiene student who is in the head and neck are presented in a regional approach that
initial stages of learning anatomy. includes the neck, pharynx and larynx, face, and mouth
This book was written to assist novice students in (Chapters 4–9), followed by Chapter 10 on the fascial
learning and understanding the complex regional spaces of the mouth and neck, which are clinically rele-
anatomy that will form the foundation of their careers in vant to the spread of infection from the teeth to the neck.
dental hygiene. The book is written in a student-friendly The blood vessels and lymphatic structures are presented
style, with over 400 vividly colored and labeled illustra- as a system (Chapters 11 and 12), but are also related to
tions, tables, and flowcharts. Each chapter begins with their regional locations. The concluding chapters discuss
a set of objectives to help the student focus on what neuroanatomy, and include many features that are clin-
should be learned by the completion of the chapter. The ically relevant to patient care and to the understanding
objectives are followed by a brief overview that explains of medical histories related to neurological disorders.
the topic of the chapter and why it is relevant to the stu- Chapter 13 on the brain and spinal cord is a concise
dent. Review questions follow the major subdivisions of overview of the organization and function of the central
the chapter; these questions allow the student to reflect nervous system. Chapter 14 on sensory and motor path-
on the subject matter before continuing on to new mate- ways is generally not included in an anatomy text, but is
rial. Major features of each chapter are the specialty important to understanding pain and motor function.
boxes that contain additional information regarding Chapter 15 on the autonomic nervous system presents a
structure and function, clinical correlates, and develop- brief description of the structure and function of the sym-
mental anatomy. Each chapter contains tables or flow- pathetic and parasympathetic nervous systems, which
charts to help the student organize the information to can be affected by pharmacological drugs used in a den-
study. In addition to the chapter summary, each chapter tal practice. Chapter 16 offers an overview of cranial
ends with a Learning Lab, a unique feature that offers nerve function, with an emphasis on those nerves related
the student the opportunity to experience hands-on to the dental profession. The discussion of the trigeminal
learning and problem solving through two types of exer- nerve in Chapter 17 is a comprehensive presentation of
cises. The Laboratory Activities encourage students to the branches and functions of the nerve, and is followed
explore anatomy through palpation of their own bodies by Chapter 18 on intraoral injections. In this chapter, the
and through creation of models and simple sketches. Stu- pertinent branches of the trigeminal nerve and their dis-
dents will create a model of the muscles of the neck, and tribution are reviewed, injection techniques are com-
palpate skeletal features, muscles, and lymph nodes as pared, and the hazards presented by the surrounding
well as examine surface features of the face and oral cav- structures around the injection sites are discussed. The
ity. The Learning Activities help reinforce students’ final chapter, Chapter 19, is a unique discussion of
recognition of anatomical structures by presenting de- orofacial reflexes, which can be invoked during a dental
tailed diagrams from the text for labeling, self-testing, examination. In addition, the chapter allows the student
and study. Other Learning Lab exercises include clinical to incorporate nerves, muscles, and nerve pathways pre-
vignettes in which students must apply their knowledge sented in previous chapters into a functional unit.
of anatomy to solve a clinical problem. I have attempted to write this book similar to the way
This book is organized in a blended regional and sys- I teach anatomy in the classroom. It is my hope that you
temic approach to studying the structures of the head will find anatomy a rewarding learning experience and
and neck. It begins with a chapter on anatomical termi- understand its revelence to clinical practice and body
nology and introduction to the study of the head and functions.
neck. The second chapter focuses on the structure of the
FRANKJ. WEAKER, PHD
v
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R
EVIEWERS
Suzanne M. Edenfield, EdD RDH Paula Malcomson, RDH, BA, BEd
Department Head Professor
Department of Dental Hygiene Health Sciences-Dental Programs
Armstrong Atlantic State University Fanshawe College of Applied Arts and Technology
Savannah, Georgia London, Ontario, CANADA
Christine Fambely, DH, Cert. in Health Ed, BA, MEd Patricia Mannie, RDH, MS
Instructor Instructor and Director of Hygiene
Dental Hygiene Dental Hygiene
John Abbott College St. Cloud Technical and Community College
Ste. Anne, Quebec St. Cloud, Minnesota
Tracy Gift, RDH, MS Martha McCaslin,CDA, MA
Director Professor and Program Director
Dental Programs Health and Public Services
Mohave Community College Dona Ana Community College
Bullhead City, Arizona Las Cruces, New Mexico
Wanda C. Hayes, BSDH, RSH, CDA Frances McConaughy, RDH, MS
Instructor Professor
Dental Health Professions Dental Hygiene
York Technical College Weber State University
Rock Hill, South Carolina Ogden, Utah
Linda Hecker, CDA, RDH, BS, MA Kathleen Feres Patry,RHD
Professor and Director of Dental Hygiene Instructor
Dental Hygiene Dental Hygiene
Burlington County College Canadian National Institute of Health Inc.
Pemberton, New Jersey Ottawa, Ontario
Shahnaz Kanani, DDS Sandra Pence,RDH, MS
Professor Program Director
Science Division and Dental Hygiene Department Dental Hygiene Program
Valencia College University of Alaska, Anchorage
Orlando, Florida Anchorage, Alaska
Elaine Hopkins Madden,RDH, BS, MEd Constance Baker Phillips, DDS, MA
Professor, Dental Hygiene Assistant Professor
Health Sciences Dental Hygiene
Cape Cod Community College Farmingdale State College
West Barnstable, Massachusetts Farmingdale, New York
vii
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viii Reviewers
Tammy Morgan-Schubert, RDH Anne Uncapher, RDH, MA
Professor Associate Professor
Health Sciences-Dental Programs Dental Hygiene Department
Cambrian College Broome Community College
Sudbury, Ontario Binghamton, New York
Helen Symons, CDA, RDH, BS, MA Janette Whisenhunt,CDA, RDH, BS, MEd, PhD
Professor Department Chair
School of Health Sciences, Dental Hygiene Program Dental Education
Fanshawe College Forsyth Technical Community College
London, Ontario Winston-Salem, North Carolina
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A
CKNOWLEDGMENTS
First, I would like to thank the staff at F.A. Davis who allowed me the opportunity to
write this textbook in the manner in which I teach my students. I am particularly grate-
ful to Quincy McDonald, Acquisition Editor, and to Jennifer Pine, Senior Developmental
Editor, who encouraged and guided me through writing and organization of this
textbook.
No anatomical textbook would be complete without vivid illustrations. I would like
to acknowledge David F. Baker, Supervisor of Medical Illustrations, of the Academic
Technology Services of The University of Texas Health Science Center at San Antonio,
for the wonderful illustrations in the book. I would like to thank two of my colleagues,
Drs. Earlanda L. Williams and Damon C. Herbert for their support and suggestions
while writing this book. I would like to also thank Dr. Archie Jones of the Department
of Periodontology who helped me with the photographing of the structures of the oral
cavity.
Finally, I would like to thank my family and students: the students for their encour-
agement and suggestions, and my wife and family for their patience and support
throughout the completion of this textbook.
ix
