Gray's Anatomy for Students [antikvár]

Preface The first edition of Gray's Anatomy for Students accom-plisfied many of the goals we had established for this text-boois, including our primary goal of helping students learn anatomy. However, we realized from the many suggestions. comments, and kind advice we received from colleagues and students around the world that there were modifications and changes that would improve this textbook. So keeping in mind the goals and objectives of the first edition, we began work on the second edition by evaluating all of the input from our readers, assessing changes occurring in the educational environment, and doing our best to predict the future direction of anatomy education. The result is the second edition of Gray's Anatomy for Students, which builds on the past and looks toward the future. One of the most significant changes in the second edition of our textbook occurs in Chapter 1. This chapter has been retitled "The Body" and not only includes the material from Chapter 1 of the first edition, such as "What is anatomy.'" and "Imaging" but also has a new section, entitled "Body systems." This new section provides students with an overview of the skeletal system, skin and fascias, the muscular system, the cardiovascular system, the lymphatic system (material moved from Chapter 4 of the previous edition), and the nervous system (material moved from Chapter 2 of the first edition). The information is concise in its presentation, and its clinical significance is emphasized by the addition of numerous examples of common clinical problems. Another significant change in this edition involves the presentation of clinical material. While "In the Clinic" boxes are still presented throughout the textbook, usually at the end of a section of material so as not to destroy the readability of the textbook, we have also highlighted clinically relevant information throughout the textual material. This technique, while maintaining the book's readability, provides the student with a rapid locator of clinical "pearls of wisdom." Thus, throughout the textbook, material in "pastel green," whether in boxes or text, signals clinical information—pay particular attention. Finally, the index has been completely restructured and provides the reader with a more convenient and useful tool for finding information. We have also added a concise table of contents at the beginning of each chapter to further assist the reader in the location of specific topics. Additionally, a large number of the clinical images and pictures used in the first edition have been upgraded. Many of them have been replaced with higher quality examples and imaging from newly emerging technologies. Smaller changes in this second edition include modifying some of the artwork, adding some new artwork, and moving the 10 short questions at the end of each chapter to Student Consult online. We feel that with these changes the second edition of Gray's Anatomy for Students is a much improved version of the first edition, and we hope that the book will continue to be a valuable learning resource for students. Richard L. Drake A. Wayne Vogl Adam W. M. Mitchell January 2009