(17) Nervous System Flashcards

1
Q

Guiding Questions for Examination of the

Nervous System

A

Does the patient have neurologic disease?
● If so, what is the localization of the lesion or lesions? Are your findings symmetric?
● What is the pathophysiology of abnormal findings?
● What is the preliminary differential diagnosis?

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2
Q

4 brain regions

A

the cerebrum, the diencephalon, the

brainstem, and the cerebellum.

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3
Q

Each cerebral hemisphere is subdivided into

A

frontal, parietal, temporal, and occipital lobes.

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4
Q

The central nervous system (CNS) of the brain is

A

a vast network of interconnecting
nerve cells, or neurons, consisting of cell bodies and their axons—single long
fibers that conduct impulses to other parts of the nervous system

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5
Q

Brain tissue may be

A

gray

white

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6
Q

Gray matter

A

consists of aggregations of neuronal
cell bodies. It rims the surfaces of the cerebral hemispheres, forming the
cerebral cortex.

Deep in the brain lie additional clusters of gray matter (Fig. 17-2). These include
the basal ganglia, which affect movement, and the thalamus and the hypothalamus
structures in the diencephalon

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7
Q

White matter

A

consists of neuronal axons that are coated with
myelin. The myelin sheaths, which create the white color, allow nerve impulses
to travel more rapidly.

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8
Q

Thalamus

A

processes sensory impulses

and relays them to the cerebral cortex.

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9
Q

hypothalamus

A

maintains homeostasis and regulates temperature, heart rate, and blood pressure. The hypothalamus
affects the endocrine system and governs emotional behaviors such as anger and
sexual drive. Hormones secreted in the hypothalamus act directly on the pituitary
gland.

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10
Q

The internal capsule

A

is a white-matter structure where myelinated fibers converge

from all parts of the cerebral cortex and descend into the brainstem.

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11
Q

Brainstem

A

which connects the upper part of the brain with the spinal cord, has three sections:
the midbrain, the pons, and the medulla.

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12
Q

Consciousness relies on the interaction between

A

intact cerebral hemispheres and
a structure in the diencephalon and upper brainstem, the reticular activating
(arousal) system.

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13
Q

cerebellum,

A

which lies at the base of the brain, coordinates all movement and
helps maintain the body upright in space.

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14
Q

Spinal Cord

A

Below the medulla, the CNS extends into
the elongated spinal cord, encased within the bony vertebral column
and terminating at the first or second lumbar vertebra. The cord
provides a series of segmental relays with the periphery, serving as a
conduit for information flow to and from the brain. The motor and
sensory nerve pathways relay neural signals that enter and exit the
cord through posterior and anterior nerve roots and the spinal and
peripheral nerves.
The spinal cord is divided into segments: cervical, from C1 to C8;
thoracic, from T1 to T12; lumbar, from L1 to L5; sacral, from S1 to
S5; and coccygeal (Fig. 17-3). The spinal cord is thickest in the
cervical segment, which contains nerve tracts to and from both the
upper and lower extremities.
Note that the spinal cord is not as long as the vertebral canal. The
lumbar and sacral roots travel the longest intraspinal distance and
fan out like a horse’s tail at L1–L2, giving rise to the term cauda
equina. To avoid injury to the spinal cord, most lumbar punctures
are performed at the L3–L4 or L4–L5 vertebral interspaces.

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15
Q

Peripheral Nervous System

A

The peripheral nervous system (PNS) consists of both CNs and peripheral
nerves that project to the heart, visceral organs, skin, and limbs.
It controls the somatic nervous system, which regulates muscle movements
and response to the sensations of touch and pain, and the
autonomic nervous system that connects to internal organs and generates
autonomic reflex responses. The autonomic nervous system
consists of the sympathetic nervous system, which “mobilizes organs
and their functions during times of stress and arousal, and the parasympathetic
nervous system, which

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16
Q

Cranial nerves

A

Twelve pairs of special nerves called cranial nerves
(CNs) emerge from the cranial vault through skull foramina and canals to
structures in the head and neck. They are numbered sequentially with Roman
numerals in rostral to caudal order as they arise from the brain. CNs III through
XII arise from the diencephalon and the brainstem, as illustrated in Figure 17-4.
CNs I and II are actually fiber tracts emerging from the brain. Some CNs are
limited to general motor and/or sensory functions, whereas others are specialized,
serving smell, vision, or hearing (I, II, VIII).

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17
Q

Peripheral Nerves

A

The PNS includes spinal and peripheral nerves
that carry impulses to and from the cord. A total of 31 pairs of spinal nerves
attach to the spinal cord: 8 cervical, 12 thoracic, 5 lumbar, 5 sacral, and
1 coccygeal. Each nerve has an anterior (ventral) root containing motor fibers,
and a posterior (dorsal) root containing sensory fibers. The anterior and posterior
roots merge to form a short spinal nerve, <5 mm long. Spinal nerve fibers
commingle with similar fibers from other levels in plexuses outside the cord,
from which peripheral nerves emerge. Most peripheral nerves contain both sensory
(afferent) and motor (efferent) fibers.

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18
Q

Cranial Nerve I

A

Olfactory - sense of smell

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19
Q

Cranial Nerve II

A

Optic - vision

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20
Q

Cranial Nerve III

A

Oculomotor Pupillary constriction, opening the eye (lid elevation), and most extraocular movements

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21
Q

Cranial Nerve IV

A

Trochlear Downward, internal rotation of the eye

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22
Q

Cranial Nerve V

A

Trigeminal Motor—temporal and masseter muscles (jaw clenching), lateral pterygoids (lateral jaw movement)

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23
Q

Cranial Nerve VI

A

Abducens Lateral deviation of the eye

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24
Q

Cranial Nerve VII

A

Facial Motor—facial movements, including those of facial expression, closing the eye, and closing the mouth
Sensory—taste for salty, sweet, sour, and bitter substances on the anterior two thirds of the tongue and
sensation from the ear

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25
Q

Cranial Nerve VIII

A

Acoustic Hearing (cochlear division) and balance—(vestibular division)

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26
Q

Cranial Nerve IX

A

Glossopharyngeal
Motor—pharynx
Sensory—posterior portions of the eardrum and ear canal, the pharynx, and the posterior tongue, including
taste (salty, sweet, sour, bitter)

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27
Q

Cranial Nerve X

A

Vagus Motor—palate, pharynx, and larynx

Sensory—pharynx and larynx

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28
Q

Cranial Nerve XI

A

Spinal accessory

Motor—the sternocleidomastoid and upper portion of the trapezius

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29
Q

Cranial Nerve XII

A

Hypoglossal Motor—tongue

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30
Q

Like the brain, the spinal cord contains:

A

both gray matter and white matter
(Fig. 17-5). The gray matter consists of aggregations of nerve cell nuclei and
dendrites that are surrounded by white tracts of nerve fibers connecting the brain
to the PNS. Note the butterfly appearance of the gray matter nuclei and their
anterior and posterior horns.

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31
Q

Motor Pathways

A

Motor pathways are complex avenues that extend from upper motor neurons
through long white matter tracts to synapses with lower motor neurons, and continue
to the periphery through peripheral nerve structures. Upper motor neurons,
or nerve cell bodies, lie in the motor strip of the cerebral cortex and in
several brainstem nuclei; their axons synapse with motor nuclei in the brainstem
(for CNs) and in the spinal cord (for peripheral nerves). Lower motor neurons
have cell bodies in the spinal cord, termed anterior horn cells; their axons transmit
impulses through the anterior roots and spinal nerves into peripheral nerves,
terminating at the neuromuscular junction.
Three kinds of motor pathways impinge on the anterior horn cells: the corticospinal
tract, the basal ganglia system, and the cerebellar system. Additional pathways
originating in the brainstem mediate flexor and extensor tone in limb
movement and posture, most notably in coma

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32
Q

The corticospinal (pyramidal) tract.

A

The corticospinal tracts mediate voluntary
movement and integrate skilled, complicated, or delicate movements by stimulating
selected muscular actions and inhibiting others. They also carry
impulses that inhibit muscle tone, the slight tension maintained by normal
muscle even when it is relaxed. The corticospinal tracts originate in the motor
cortex of the brain (Fig. 17-6). Motor fibers travel down into the lower
medulla, where they form an anatomical structure resembling a pyramid.
There, most of these fibers cross to the opposite or contralateral side of the
medulla, continue downward, and synapse with anterior horn cells or with
intermediate neurons. Tracts synapsing in the brainstem with motor nuclei
of the CNs are termed corticobulbar.

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33
Q

Principal Motor Pathways

A

Corticospinal (pyramidal) tract

Basal Ganglia System

Cerebellar System

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34
Q

The basal ganglia system.

A

This exceedingly complex system includes motor
pathways between the cerebral cortex, basal ganglia, brainstem, and spinal
cord. It helps to maintain muscle tone and to control body movements, especially
gross automatic movements such as walking.

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35
Q

The cerebellar system.

A

The cerebellum receives both sensory and motor input and

coordinates motor activity, maintains equilibrium, and helps to control posture.

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36
Q

All of these higher motor pathways affect
movement only through the lower motor
neuron systems, sometimes called the
“final common pathway.” Any movement,
whether initiated voluntarily in the
cortex, “automatically” in the basal ganglia,
or reflexly via the sensory receptors,
must ultimately be translated into action
by the anterior horn cells. A lesion in any
of these areas will affect movement or
reflex activity

A

a

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37
Q

When the corticospinal tract is damaged or destroyed, its functions are reduced or
lost:

A

below the level of injury

The affected limb
becomes weak or paralyzed, and skilled,
complicated, or delicate movements are
performed poorly when compared with
gross movements.
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38
Q

When
upper motor neuron systems are damaged
above their crossover in the
medulla, motor impairment develops on

A

the opposite or contralateral side

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39
Q

In
damage below the crossover, motor
impairment occurs on

A

the same or ipsilateral

side of the body.

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40
Q

In upper motor neuron lesions, muscle

tone is

A

increased and deep tendon

reflexes are exaggerated

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41
Q

Damage to the

lower motor neuron systems causes

A

ipsilateral
weakness and paralysis, but in
this case, muscle tone and reflexes are
decreased or absent.

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42
Q

Disease of the basal ganglia system or cerebellar system causes

A

disability but not paralysis

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43
Q

Damage to the basal ganglia system produces changes in

A
muscle tone (most often an increase), disturbances in posture and gait, a slowness
or lack of spontaneous and automatic movements termed bradykinesia, and
various involuntary movements.
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44
Q

Cerebellar damage impairs

A

coordination, gait,

and equilibrium, and decreases muscle tone.

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45
Q

Sensory
impulses then travel to the sensory cortex of
the brain via one of two pathways:

A

the spinothalamic
tract, consisting of smaller sensory
neurons with unmyelinated or thinly myelinated
axons, and the posterior columns, which
have larger neurons with heavily myelinated
axons

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46
Q

Sensory impulses participate in:

A

reflex activity,
conscious sensation, locate
body position in space, and help regulate
internal autonomic functions such as blood
pressure, heart rate, and respiration.

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47
Q

A complex system of sensory receptors relays

impulses from

A

skin, mucous membranes,
muscles, tendons, and viscera that travel
through peripheral projections into the posterior
root ganglia, where a second projection
of the ganglia directs impulses centrally
into the spinal cord

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48
Q

The peripheral component of the smallfiber
spinothalamic tract arises in free nerve
endings in the skin that register pain, temperature,
and crude touch. Within one or two
spinal segments from their entry into the
cord, these fibers pass into the posterior
horn and synapse with secondary neurons.
The secondary neurons then cross to the
opposite side and pass upward into the
thalamus.
In the posterior column system, the peripheral large-fiber projections of the dorsal root
ganglia transmit the sensations of vibration, proprioception, kinesthesia, pressure, and
fine touch from skin and joint position receptors to the dorsal root ganglia, where they
travel through central projections in the posterior columns to second-order sensory
neurons in the medulla. Fibers projecting from the secondary neurons cross to the
opposite side at the medullary level and continue on to the thalamus.
At the thalamic level, the general quality of sensation is perceived (e.g., pain, cold,
pleasant, unpleasant), but not fine distinctions. For full perception, a third group
of sensory neurons sends impulses from the thalamus to the sensory cortex of the
brain. Here, stimuli are localized and higher-order discriminations are made.
Lesions at different points in the sensory pathways produce different kinds of
sensory loss. Patterns of sensory loss, together with their associated motor findings,
help you locate the causative lesions. A lesion in the sensory cortex may not
impair the perception of pain, touch, and position, for example, but does impair
finer discrimination. A patient with this lesion cannot appreciate the size, shape,
or texture of an object by feeling it and therefore cannot identify it. Loss of position
and vibration sense, with preservation of other sensations, points to disease
of the posterior columns, whereas loss of all sensations from the waist down,
together with paralysis and hyperactive reflexes in the legs, indicates severe
transverse damage to the spinal cord. Crude and light touch are often preserved
despite partial damage to the cord because impulses originating on one side of
the body travel up both sides of the cord.

A

just to read

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49
Q

Dermatone

A

the band of skin innervated by the sensory
root of a single spinal nerve. Knowledge and testing of dermatomes are valuable
when localizing a lesion to a specific spinal cord segment

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50
Q

READ: Spinal Reflexes: The Muscle Stretch response

A

The muscle stretch reflexes are relayed over structures of both the CNS and PNS.
Since the tendons are not the primary structures involved, the term muscle stretch
reflexes is more precise than the commonly used deep tendon reflexes. Recall that
a reflex is an involuntary stereotypical response that may involve as few as two
neurons, one afferent (sensory) and one efferent (motor), across a single synapse.
The muscle stretch reflexes in the arms and legs are such monosynaptic reflexes.
They illustrate the simplest unit of sensory and motor function. Other reflexes
are polysynaptic, involving interneurons interposed between sensory and motor
neurons.
To elicit a muscle stretch reflex, briskly tap the tendon of a partially stretched
muscle. For the reflex to occur, all components of the reflex arc must be intact:
sensory nerve fibers, spinal cord synapse, motor nerve fibers, neuromuscular
junction, and muscle fibers. Tapping the tendon activates special sensory fibers
in the partially stretched muscle, triggering a sensory impulse that travels to the
spinal cord via a peripheral nerve. The stimulated sensory fiber synapses directly
with the anterior horn cell innervating the same muscle. When the impulse
crosses the neuromuscular junction, the muscle suddenly contracts, completing
the reflex arc.
Because each muscle stretch reflex involves specific spinal segments, together
with their sensory and motor fibers, an abnormal reflex helps you locate a pathologic
lesion. Learn the segmental levels of the muscle stretch reflexes. You can
remember them easily by their numerical sequence in ascending order from
ankle to triceps: S1, L2–L4, C5–C6, C6–C7.

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51
Q

Muscle Stretch Reflexes

A

Ankle Reflex - sacral 1 primarily

Knee reflex - lumbar 2, 3-4

Supinator (brachioradialis) reflex- C5,6

Biceps reflex - C 5,6

Triceps reflex - C 6,7

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52
Q

Reflexes may be initiated by stimulating skin as well as muscle. Stroking the skin of
the abdomen, for example, produces a localized muscular twitch. Superficial (cutaneous)
reflexes and their corresponding spinal segments include the following

A

Abdominal reflexes: upper - T8,9,10

Abdominal reflexes: lower- T 10,11,12

Cremasteric reflex - L 1,2

Plantar responses - L5, S1

Anal reflex - S2, 3-4

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53
Q

Neuro: common or concerning symptoms

A

● Headache
● Dizziness or vertigo
● Weakness (generalized, proximal, or distal)
● Numbness, abnormal or absent sensation
● Fainting and blacking out (near-syncope and syncope)
● Seizures
● Tremors or involuntary movements

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54
Q

Headache

A

Headaches have many causes, ranging from benign to life
threatening, and always warrant thorough assessment. Neurologic causes such
as subarachnoid hemorrhage, meningitis, or mass lesions are especially ominous.
The careful clinician pays close attention to the history and a detailed neurologic
examination.
Always assess the severity of the headache and its location, duration, and any
associated symptoms such as double vision, visual changes, weakness, or loss of
sensation. Does the headache get worse with coughing, sneezing, or sudden
head movements, which can alter intracranial pressure dynamics? Is there fever,
stiff neck, or a parameningeal focus like ear, sinus, or throat infection that may
signal meningitis?10
An atypical presentation of the patient’s usual migraine may be suspicious for
stroke, especially in women using hormonal contraceptives.19–22
Always look for unusual headache warning signs, such as sudden onset “like a
thunderclap,” onset after age 50 years, and associated symptoms such as fever
and stiff neck. Examine for papilledema and focal neurologic signs

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55
Q

Dizziness or Vertigo

A

As you learned in Chapter 7, Head and Neck,
dizziness and light-headedness are common, somewhat vague, complaints that
prompt a more specific history and neurologic examination, with emphasis on
detection of nystagmus and focal neurologic signs. Especially in older patients,
ask about medications.
Does the patient feel faint or about to fall or pass out (presyncope)? Or unsteady
and off balance (disequilibrium or ataxia)? Or is there true vertigo, a spinning sensation
within the patient or of the surroundings? If there is true vertigo, establish
the time course of symptoms, which helps distinguish among the different types
of peripheral vestibular disorders.
If there are localizing symptoms or signs like double vision (diplopia), difficulty
forming words (dysarthria), or problems with gait or balance (ataxia), investigate
the central causes of vertigo.

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56
Q

Weakness

A

Weakness is another common symptom with many causes
which bears careful investigation. It is important to clarify what the patient
means—fatigue, apathy, drowsiness, or actual loss of strength. True motor
weakness can arise from the CNS, a peripheral nerve, the neuromuscular
junction, or a muscle. Time course and location are especially relevant. Is the
onset sudden, gradual or subacute, or chronic, over a long period of time?
What areas of the body are involved? Is the weakness generalized, or focal to
the face or a limb? Does it involve one side of the body or both sides? What
movements are affected? As you listen to the patient’s story, identify the patterns
below:
■ Proximal—in the shoulder and/or hip girdle, for example
■ Distal—in the hands and/or feet
■ Symmetric—in the same areas on both sides of the body
■ Asymmetric—types of weakness include focal, in a portion of the face or
extremity; monoparesis, in an extremity; paraparesis, in both lower extremities;
and hemiparesis, in one side of the body
To identify proximal weakness, ask about difficulty with movements such as
combing hair, reaching up to a shelf, getting up out of a chair, or climbing stairs.
Does the weakness get worse with repetition and improve after rest (suggesting
myasthenia gravis)? Are there associated sensory or other symptoms?
To identify distal weakness, ask about hand strength when opening a jar or using
scissors or a screwdriver, or problems tripping when walking.

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57
Q

Numbness, Abnormal or Absent Sensation

A

In a patient who
reports numbness, ask the patient to be more precise. Is there tingling like “pins
and needles,” which are altered sensations called paresthesias, distorted sensations
(dysesthesias), or is sensation reduced or completely absent?
In dysesthesias, light touch or pinprick, for example, may cause a burning or
irritating sensation.
Establish the pattern of sensory loss. Is there a stocking-glove distribution? Are
sensory deficits patchy, nondermatomal, and occurring in more than one limb?

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58
Q

Fainting and Blacking out (near syncope and syncope)

A

Patient
reports of fainting or “passing out” are common and warrant a meticulous history
to guide management and possible hospital admission.36 Begin by finding out
whether the patient has actually lost consciousness. Did the patient hear
external noise or voices throughout the episode, feel light-headed or weak, but
fail to actually lose consciousness, consistent with near syncope or presyncope? Or
did the patient actually experience complete loss of consciousness, a more
serious symptom representing true syncope, defined as a sudden but temporary
loss of consciousness and postural tone from transient global hypoperfusion of
the brain?
Elicit a complete description of the event. What was the patient doing when the
episode occurred? Was the patient standing, sitting, or lying down? Were there
any triggers or warning symptoms? How long did the episode last? Could voices
still be heard? Importantly, were onset and offset slow or fast? Were there any
palpitations? Is there a history of heart disease, which has a sensitivity for a cardiac
cause of more than 95% (with a specificity of ∼45%)?36
Try to interview any witnesses. Consider the possibility of a seizure based on
the features described in the following section, especially if the onset was
abrupt and without warning.

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59
Q

seizures

A

Patients may report “spells” or fainting that raises suspicion of
seizure, a sudden excessive electrical discharge from cortical neurons. Seizures
may be symptomatic, with an identifiable cause, or idiopathic. A careful history
is important to rule out other causes of loss of consciousness and acute
symptomatic seizures that have discernible explanations.
If there is more than one seizure, consider epilepsy, defined as two or more seizures
that are not provoked by other illnesses or circumstances.38,39 The incidence
of epilepsy in the United States is 3%; in more than 60% to 70% of affected
patients, no cause is identified.
Epilepsy does not always involve loss of consciousness, depending on the type.
It is usually classified as generalized or partial, based on the location in the cortex
of the initial seizure focus. If available, ask a witness how the patient looked
before, during, and after the episode. Was there any seizure-like movement of
the arms or legs? Any incontinence of the bladder or bowel? What about any
drowsiness or impaired memory after the event suggestive of a postictal state?
Ask about age at onset, frequency, change in frequency or symptom pattern, and
use of medications, alcohol, or illicit drugs. Check for any history of head injury

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60
Q

Tremors or involuntary movements

A

Tremor, “a rhythmic oscillatory
movement of a body part resulting from the contraction of opposing muscle
groups,” is the most common movement disorder.41,42 It may be an isolated finding
or part of a neurologic disorder. Ask about any tremor, shaking, or body movements
that the patient seems unable to control. Does the tremor occur at rest? Does it get
worse with voluntary intentional movement or with sustained postures?
Distinct from these symptoms is restless legs syndrome, present in 6% to 12% of
the U.S. population, described as an unpleasant sensation in the legs, especially
at night, that gets worse with rest and improves with movement of the symptomatic
limb(s)

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61
Q

Neuro:

Important Topics for health promotion and counseling

A

● Preventing stroke and transient ischemic attack
● Carotid artery screening
● Reducing risk of peripheral neuropathy
● Herpes zoster vaccination
● Detecting the “three D’s”: delirium, dementia, and depression

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62
Q

preventing stroke and TIA

A

Stroke is a
sudden neurologic deficit caused by cerebrovascular ischemia (87%) or
hemorrhage (13%). Hemorrhagic strokes may be intracerebral (10% of all strokes)
or subarachnoid (3% of all strokes). Stroke is the fourth leading cause of death
in the United States and a leading cause of long-term disability.47
The American Heart Association (AHA) and the American Stroke Association
(ASA) have established tissue-based definitions for ischemic stroke and transient
ischemic attack (TIA) that have important implications for assessing and preventing
strokes.48 These definitions encourage early neurodiagnostic imaging
following a TIA and risk stratification for subsequent stroke.
■ Ischemic stroke is “an infarction of CNS tissue” that may be symptomatic or
silent. “Symptomatic ischemic strokes are manifest by clinical signs of focal
or global cerebral, spinal, or retinal dysfunction caused by CNS infarction.
A silent stroke is a documented CNS infarction that was asymptomatic.”
■ TIA is now defined as “a transient episode of neurological dysfunction caused
by focal brain, spinal cord, or retinal ischemia, without acute infarction.” The
AHA/ASA guidelines recommend neurodiagnostic imaging within 24 hours
of symptom onset and routine noninvasive imaging of the carotid and intracranial
vessels.
TIAs are a major risk factor for stroke, which occurs in 3% to 10% of patients
within 2 days and in 9% to 17% within 90 days.47 Short-term stroke risk is highest
in those with age 60 years and older, diabetes, focal symptoms of weakness
or impaired speech, and a TIA lasting more than 10 minutes. One population-based
study found a combined risk for recurrent TIA/stroke/and death of 25% within
the 3 months following a TIA.50

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63
Q

Key Facts for Stroke Prevention and Patient Education

A

● Stroke affects nearly 800,000 Americans each year, including more than
600,000 suffering a first stroke, and accounts for about 1 in every 20 deaths.
● The total annual costs associated with stroke are estimated to be about $34
billion.
● Stroke prevalence and mortality are disproportionately higher in African
Americans compared to whites:
● Prevalence, black versus white men: 4.2% versus 2.2%; black versus white
women: 4.7% versus 2.5%
● Mortality per 100,000, black versus white men: 55 versus 36; black versus
white women: 47 versus 36

64
Q

Stroke at a glance

A

● Although younger and middle-aged women have lower age-specific stroke
incidence rates than men, rates increase with age so that women, who on
average live longer than men, have an overall higher lifetime risk for stroke.
Risk factors for women include autoimmune collagen vascular disease and
history of preeclampsia, gestational diabetes, and pregnancy-induced hypertension.
● The prevalence of silent stroke, estimated to range from 6% to 28%, increases
with age.
● Individuals with TIA have a 1-year mortality of ∼12%; 10-year risks for stroke
and death from cardiovascular disease are 19% and 43%, respectively.
● Only 51% of the United States population is aware of the five stroke warning
signs (see below) and would call 911 if they thought someone was having a
stroke.
● Stroke outcomes improve significantly when thrombolytic therapy is given
within 3 to 4.5 hours of symptom onset; however, only a minority of those
suffering a stroke reaches an emergency room within this time window.

65
Q

Symptoms and signs of stroke depend on the vascular territory affected in the
brain. The most common cause of ischemic symptoms is occlusion of the middle
cerebral artery, which causes visual field cuts and contralateral hemiparesis
and sensory deficits. Occlusion of the left middle cerebral artery often produces
aphasia; and occlusion of the right middle cerebral artery, neglect or
inattention to the opposite side of the body

A

a

66
Q

stroke warning signs

A

F Face Drooping—Does one side of the face droop or is it numb?53 Ask the person
to smile. Is the person’s smile uneven?
A Arm Weakness—Is one arm weak or numb? Ask the person to raise both arms.
Does one arm drift downward?
S Speech Difficulty—Is speech slurred? Is the person unable to speak or hard to
understand? Ask the person to repeat a simple sentence, like “The sky is blue.”
Is the sentence repeated correctly?
T Time to call 9-1-1—If someone shows any of these symptoms, even if the
symptoms go away, call 9-1-1 and get the person to the hospital immediately.
Check the time so you’ll know when the first symptoms appeared
Beyond FAST: Other important symptoms
● Sudden numbness or weakness of the leg, arm, or face
● Sudden confusion or trouble understanding
● Sudden trouble seeing in one or both eyes
● Sudden trouble walking, dizziness, loss of balance or coordination
● Sudden severe headache with no known cause

67
Q

Stroke - primary prevention

A

Recognizing that stroke
and coronary heart disease share common cardiovascular risk factors and
threats to health, in 2010, Healthy People 2020 and the AHA presented a new
concept of “cardiovascular health” that encompasses seven health behaviors
and health factors, and a new set of combined impact goals for the coming
decade:
By 2020, to improve the cardiovascular health of all Americans by 20%, while
reducing deaths from cardiovascular disease and stroke by 20%.54
For primary prevention, target documented modifiable risk factors, detailed in
the box below. Learn the indications for using aspirin in healthy and diabetic
individuals.55,56
Optimal blood pressure control is essential for preventing hemorrhagic stroke.
Additional risk factors for the most common cause of hemorrhagic stroke—
ruptured aneurysms in the circle of Willis—include smoking, alcohol use, oral
contraceptives, and family history in a first-degree relative

68
Q

Stroke Risk Factors—Primary Prevention

of Ischemic Stroke: Documented and Modifiable Risk Factors

A

Hypertension Hypertension is the leading risk factor for both ischemic and
hemorrhagic stroke. Pharmacologic reduction of blood pressure
significantly reduces stroke risk, particularly among African
Americans and older adults.
Smoking Smoking is associated with doubling the risk of ischemic stroke
and a 2- to 4-fold increased risk of subarachnoid hemorrhage.
Smoking cessation rapidly reduces the risk of stroke, but
never to the level of never-smokers.
Dyslipidemia Statin treatment reduces the risk of all strokes by about 20%
for patients with or at risk for atherosclerotic cardiovascular
disease.
Diabetes Stroke risk is doubled with diabetes and 20% of diabetic patients
will die of stroke. Good blood pressure control and statin therapy
reduce stroke risk in diabetic patients.
Weight Obesity increases the risk of ischemic stroke by 64%.
Diet and
nutrition
Dietary factors affect stroke risk primarily by elevating blood
pressure. Decreasing salt and saturated fat intake and diets
emphasizing fruits, vegetables, nuts, and low-fat dairy products
may reduce stroke risk.
Physical
inactivity
Moderate exercise, like brisk walking for 150 minutes a week
or 30 minutes on most days, improves cardiovascular
health.
Alcohol use Alcohol use has a direct dose-dependent effect on the risk of
hemorrhagic stroke. Heavy alcohol use increases the risk for
all types of stroke due to effects on hypertension, hypercoagulable
states, cardiac arrhythmias, and reduced cerebral
blood flow.

69
Q

Stroke Risk Factors—Primary Prevention

of Ischemic Stroke: Disease-Specific Risk Factors

A

Atrial
fibrillation
Valvular (rheumatic) and nonvalvular atrial fibrillation
increases risk of stroke between 2- to 7-fold and 17-fold,
respectively, compared to the general population.
Antiplatelet agents and anticoagulants can reduce the risk for
ischemic stroke. When considering antithrombotic therapy,
experts recommend individual risk stratification into high-,
moderate-, and low-risk groups to balance risk of stroke
against risk of bleeding. CHADS2 is a commonly used scoring
system based on Congestive heart failure, Hypertension,
Age ≥75 years, Diabetes, and prior Stroke/TIA. The
CHA2DS2-VASc, which adds an age category of 65 to
74 years, female sex, and vascular disease to the scoring
system, improves risk stratification for individuals estimated
as low or moderate risk with CHADS2
Carotid artery
disease
The estimated prevalence of clinically important carotid artery
stenosis in the United States population over age 65 years is
1%. Medical therapy, including statins, antiplatelet agents,
treatment of diabetes and hypertension, and smoking cessation,
has reduced the risk of stroke in individuals with asymptomatic
carotid artery stenosis to less than 2% annually.
Experts recommend carotid endarterectomy for selected
asymptomatic patients with carotid artery stenosis >60%—
provided that the surgeon and center have very low perioperative
risks for stroke and mortality.
Obstructive
sleep apnea
Sleep apnea is an independent risk factor for stroke, particularly
in men. Stroke risk increases with increasing sleep apnea
severity as measured by the number of respiratory events
(cessation or air flow reduction) per hour. Sleep apnea is usually
treated with continuous positive airway pressure (CPAP),
though its effectiveness for reducing stroke risk is unknown

70
Q

Screening for Asymptomatic Carotid Artery Stenosis.

A

Carotid
duplex ultrasound accurately and safely detects significant carotid artery stenosis
and is widely used for evaluating symptomatic patients. Although asymptomatic
carotid artery stenosis is a stroke risk, it accounts for only a small proportion of
ischemic strokes. Based on a systematic review, the U.S. Preventive Services Task
Force (USPSTF) recommended against screening for asymptomatic carotid artery
stenosis in the general adult population (grade D).57 The USPSTF found no evidence
that ultrasound screening reduced the risk for ipsilateral stroke.58 Given that
the population prevalence of asymptomatic carotid artery stenosis is only 1%,
screening would lead to many false-positive results. Furthermore, treating asymptomatic
patients incurs risks for strokes, death, and other harms.

71
Q

TIA and Stroke: secondary presentation

A

For the patient who has
already suffered TIA or stroke, focus on: identifying the underlying cause
including noncardiac emboli, cardiac emboli, and carotid artery stenosis;
reducing cardiovascular risk factors, including inactivity, hyperlipidemia, poorly
controlled diabetes or hypertension, smoking, and heavy alcohol consumption;
and identifying the most appropriate interventions for secondary prevention including antiplatelet agents, anticoagulants, and carotid revascularization.59
Strokes in young adults often have a different set of causes—patent foramen
ovale and less commonly, carotid or vertebral/basilar artery dissection, hypercoagulable
states, or cocaine and illicit drug use

72
Q

reducing risk of diabetic peripheral neuropathy

A

Diabetes
causes several types of peripheral neuropathy.62 Maintaining optimal glycemic
control can prevent or delay the onset of neuropathy, particularly from type I
diabetes.
■ Distal symmetric sensorimotor polyneuropathy. This is the most common type of
diabetic neuropathy. It is slowly progressive, often asymptomatic, and a risk
factor for ulcerations, arthropathy, and amputation. Symptomatic patients
report burning electrical pain in the lower extremities, usually at night.
■ Autonomic dysfunction, mononeuropathies, and polyradiculopathies, including
diabetic amyotrophy, which initially causes unilateral thigh pain and proximal
lower extremity weakness.
Diabetic patients should have their feet examined
regularly for neuropathy, including testing pinprick
sensation, ankle reflexes, vibration perception
(with a 128-Hz tuning fork) and plantar light
touch sensation (with a Semmes-Weinstein monofilament),
as well as checking for skin breakdown,
poor circulation, and musculoskeletal abnormalities.
63 The monofilament test involves pressing
the perpendicular monofilament against the skin
at the great toe and metatarsals until it bends
(Fig. 17-8), or against the dorsal arch if without
calluses; the test is positive if the patient cannot
feel the monofilament.

73
Q

Herpes Zoster Vaccination

A

Herpes zoster, which results from reactivation
of latent varicella (chicken pox) virus infection within the sensory ganglia, usually
causes painful unilateral vesicular rashes in a dermatomal distribution.64 The
lifetime risk of herpes zoster infection is about one in three, and is higher for women
than for men. Up to one in four adults experience complications following infection,
including postherpetic neuralgia (persistent pain in the area of the rash), bacterial
skin infections, ophthalmic complications, cranial and peripheral neuropathies,
encephalitis, pneumonitis, and hepatitis.65 Herpes zoster risk is increased in
immunocompromised conditions including cancer, HIV, bone marrow or organ
transplantation, and immunosuppressive therapies. Increasing age is also strongly
associated with developing both herpes zoster infection and postherpetic neuralgia.
The herpes zoster vaccine effectively reduces the short-term risks for zoster
and postherpetic neuralgia in adults ≥50 years.66 The Advisory Committee on Immunization Practices (ACIP) currently recommends routinely offering onetime
vaccination for adults ≥60 years; the Federal Drug Administration has
approved the vaccine for adults ≥50 years. Because the long-term efficacy of the
herpes zoster vaccine is uncertain, the ACIP is re-evaluating the best age to
administer the vaccine and the need for revaccination

74
Q

Detecting Delirium

A

Delirium, a multifactorial syndrome, is an acute confusional
state marked by sudden onset, fluctuating course, inattention, and at times
changing levels of consciousness. Risk for developing delirium depends on both
predisposing conditions which increase susceptibility and the immediate precipitating
factors. About one third of older adults experience delirium during
hospitalizations on medical services; rates are even higher following major elective
surgeries. Intensive care unit admissions are associated with a high incidence
of delirium regardless of age. Even though delirium is associated with poor
patient outcomes, more than 50% of cases are undetected.
The Confusional Assessment Method (CAM) algorithm, displayed below, is recommended
for screening at-risk patients. The CAM instrument can quickly and accurately
detect delirium at the bedside67; a CAM severity (CAM-S) measure can be used to
predict risks for death and nursing home placement.68 The National Institutes of Health
(NIH) have issued guidelines for preventing delirium that emphasize multicomponent
interventions by interdisciplinary teams targeting key clinical precipitants

75
Q

The Confusion Assessment Method (CAM)

Diagnostic Algorithm

A
  1. Acute change in mental status and fluctuating course
    ● Is there evidence of an acute change in cognition from baseline?
    ● Does the abnormal behavior fluctuate during the day?
  2. Inattention
    ● Does the patient have difficulty focusing attention?
  3. Disorganized thinking
    ● Does the patient have rambling or irrelevant conversations, unclear or
    illogical flow of ideas, or unpredictable switching from subject to subject?
  4. Abnormal level of consciousness
    ● Is the patient anything besides alert—hyperalert, lethargic, stuporous, or
    comatose?
76
Q

Dementia

A

Dementia is characterized by declines in memory and cognitive
ability that interfere with activities of daily living.70,71 The most common
types are Alzheimer disease (affecting 5 million Americans over age 65 years),
vascular dementia, Lewy body dementia, and frontotemporal dementia.70,72 Diagnosing
dementia requires exclusion of delirium and depression. Teasing out agerelated
changes in cognition from mild cognitive impairment is also challenging.
Less than 2% of patients with dementia have potentially reversible causes, such
as hypothyroidism, medication side effects, normal pressure hydrocephalus, or
major depression.
A meta-analysis identified potentially modifiable risk factors for developing
Alzheimer disease, including physical inactivity, depression, smoking, midlife
hypertension, midlife obesity, cognitive inactivity or low educational attainment,
and diabetes.73 However, a 2011 NIH review concluded “currently, no evidence
of even moderate scientific quality exists to support the association of any modifiable
factors . . . with reduced risk for Alzheimer disease.”74 The USPSTF did not
find convincing evidence that pharmacologic or nonpharmacologic interventions
could benefit patients with mild to moderate cognitive impairment.75 Consequently,
the USPSTF issued an I statement (insufficient evidence) regarding
screening for cognitive impairment

77
Q

Depression.

A

Depression is more common in individuals with significant
medical conditions, including several neurologic disorders—dementia, epilepsy,
multiple sclerosis, and Parkinson disease—and is also underdiagnosed. Two
screening questions, with an area under the receiver operating curve (ROC) of
0.93, can accurately identify major depressive disorders: “Have you been feeling
down, depressed, or hopeless (depressed mood)?” and, “Have you felt little interest
or pleasure in doing things (anhedonia)?”76 Be sure to assess suicidality and
the possibility of bipolar disorder in depressed patients.

78
Q

Neuro: important areas of examination

A

● Mental status—see Chapter 5, Behavior and Mental Status
● CNs I through XII
● Motor system: muscle bulk, tone, and strength; coordination, gait, and stance
● Sensory system: pain and temperature, position and vibration, light touch,
discriminative sensation
● Deep tendon, abdominal, and plantar reflexes

79
Q

four important questions that govern your neurologic evaluation

A

■ Does the patient have neurologic disease?
■ If so, what is the localization of the lesion(s)? Are your findings
symmetric?
■ What is the pathophysiology of the process?
■ What is the preliminary differential diagnosis?

80
Q

Whether you conduct a comprehensive or

screening neuro examination, organize your thinking into five categories:

A

(1) mental
status, speech, and language; (2) CNs; (3) the motor system; (4) the sensory
system; and (5) reflexes

81
Q

CN I (Olfactory) exam

A

Test the sense of smell by presenting the
patient with familiar nonirritating odors. First, make sure that each nasal passage
is patent by compressing one side of the nose and asking the patient to sniff
through the other. Then ask the patient to close both eyes. Occlude one nostril
and test smell in the other with substances like cloves, coffee, soap, or vanilla.
Avoid noxious odors like ammonia that might stimulate CN V. Ask the patient to
identify each odor. Test smell on the other side. Normally the patient perceives
odors on each side and identifies them correctly.

82
Q

CN II (Optic) exam

A

Test visual acuity.
Inspect the optic fundi with your ophthalmoscope, paying special attention to
the optic discs.
Test the visual fields by confrontation. Test each eye separately, and both eyes
together. Occasionally, in stroke patients, for example, patients will complain of
partial loss of vision, and testing of both eyes reveals a visual field defect, an abnormality
in peripheral vision such as homonymous hemianopsia. Testing only one eye
would miss this finding.

83
Q

CN II (Optic) and III (Oculomotor) exam

A

Inspect the size and
shape of the pupils, and compare one side with the other. Anisocoria, or a difference
of >0.4 mm in the diameter of one pupil compared to the other, is seen in
up to 38% of healthy individuals. Test the pupillary reactions to light.
Also check the near response (p. 230), which tests pupillary constriction (pupillary
constrictor muscle), convergence (medial rectus muscles), and accommodation
of the lens (ciliary muscle).

84
Q

Cranial Nerves III, IV, and VI—Oculomotor, Trochlear, and Abducens exam

A

Test the extraocular movements in the six cardinal directions of gaze, and
look for loss of conjugate movements in any of the six directions, which causes
diplopia. Ask the patient which direction makes the diplopia worse and inspect
the eye closely for asymmetric deviation of movement. Determine if the diplopia
is monocular or binocular by asking the patient to cover one eye, then the
other.
Check convergence of the eyes.
Identify any nystagmus, an involuntary jerking movement of the eyes with quick
and slow components. Note the direction of gaze in which it appears, the plane
of the nystagmus (horizontal, vertical, rotary, or mixed), and the direction of the
quick and slow components. Nystagmus is named for the direction of the quick
component. Ask the patient to fix his or her vision on a distant object and
observe if the nystagmus increases or decreases.
Look for ptosis (drooping of the upper eyelids). A slight difference in the width
of the palpebral fissures is a normal variant in approximately one third of patients

85
Q

Cranial Nerve V—Trigeminal exam

A

Motor. While palpating the temporal and masseter muscles in turn, ask the
patient to firmly clench the teeth (Figs. 17-9 and 17-10). Note the strength of
muscle contraction. Ask the patient to open and move the jaw from side to side

Sensory. After explaining what you
plan to do, test the forehead, cheeks, and
chin on each side for pain sensation in the
circled areas in Figure 17-11. The patient’s
eyes should be closed. Use a suitable sharp
object such as a pin or cotton swab. You can
create a sharp wood splinter by breaking or
twisting a cotton swab. To avoid transmitting
infection, use a new object for each
patient. While testing, occasionally substitute
the blunt end for the point as a contrasting
stimulus. Ask the patient to report
whether each stimulus is “sharp” or “dull”
and to compare sides.
If you detect sensory loss, confirm it by testing temperature sensation. Two test
tubes, filled with hot and ice-cold water, are the traditional stimuli. You can also
use a tuning fork, which usually feels cool, and make it warm or cool with running
water. Dry it, then touch the skin and ask the patient to identify “hot” or
“cold.”
Then test for light touch, using a fine wisp of cotton. Ask the patient to respond
whenever you touch the skin.
Corneal Reflex. Test the
corneal reflex. Ask the patient
to look up and away from
you and approach from the
opposite side, out of the patient’s
line of vision. Avoiding
the eyelashes, lightly
touch the cornea (not just
the conjunctiva) with a fine
wisp of cotton (Fig. 17-12).
If the patient is apprehensive
touching the conjunctiva first
may be helpful
Inspect for blinking of both eyes, the normal reaction to this stimulus. The sensory
limb of this reflex is carried in CN V, and the motor response in CN VII on
both sides. Contact lenses interfere with this testing

86
Q

CN VII (Facial) exam

A

Inspect the face both at rest and during conversation
with the patient. Note any asymmetry, often visible in the nasolabial
folds, and observe any tics or other abnormal movements.
Ask the patient to:
1. Raise both eyebrows.
2. Frown.
3. Close both eyes tightly so that you cannot
open them. Test muscular strength
by trying to open them, as illustrated in
Figure 17-13.
4. Show both upper and lower teeth.
5. Smile.
6. Puff out both cheeks.
Cranial Nerve VIII—Acoustic and Vestibular. Assess hearing with the
whispered voice test. Ask the patient to repeat numbers whispered into one ear
while blocking or rubbing your fingers next to the contralateral ear.
If hearing loss is present, determine if the loss is conductive, from impaired “air
through ear” transmission, or sensorineural, from damage to the cochlear branch
of CN VIII. Test for air and bone conduction, using the Rinne test, and lateralization,
using the Weber test.
Specific tests of the vestibular function of CN VIII are rarely included in the
typical neurologic examination. Consult textbooks of neurology or otolaryngology
as the need arises.

87
Q

Cranial Nerves IX and X—Glossopharyngeal and Vagus. exam

A

Listen to the
patient’s voice. Is it hoarse, or does it have a nasal quality?
Is there difficulty in swallowing?
Ask the patient to say “ah” or to yawn as you watch the movements of the soft palate
and the pharynx. The soft palate normally rises symmetrically, the uvula
remains in the midline, and each side of the posterior pharynx moves medially,
like a curtain. The slightly curved uvula seen occasionally as a normal variation
should not be mistaken for a uvula deviated by a lesion of CN IX or X.
Warn the patient that you are going to test the gag reflex, which some patients
may refuse. This reflex consists of elevation of the tongue and soft palate and
constriction of the pharyngeal muscles. Stimulate the back of the throat lightly
on each side in turn and observe the gag reflex. This reflex is diminished in many
normally healthy people.

88
Q

Cranial Nerve XI—Spinal Accessory. exam

A

Standing behind the patient, look
for atrophy or fasciculations in the trapezius muscles, and compare one side with
the other. Fasciculations are fine flickering irregular movements in small groups
of muscle fibers. Ask the patient to shrug both shoulders upward against your
hands (Fig. 17-14). Note the strength and contraction of the trapezii

Ask the patient to turn his or her head to each
side against your hand (Fig. 17-15). Observe
the contraction of the opposite sternocleidomastoid
(SCM) muscle and note the force of
the movement against your hand

89
Q

Cranial Nerve XII—Hypoglossal

A

Listen
to the articulation of the patient’s words. This
depends on CNs V, VII, IX, and X, as well as XII.
Inspect the patient’s tongue as it lies on the floor
of the mouth. Look for any atrophy or fasciculations.
Some coarser restless movements are
normal. Then, with the patient’s tongue protruded,
look for asymmetry, atrophy, or deviation
from the midline. Ask the patient to move the tongue from side to side, and note the symmetry of the movement. In ambiguous
cases, ask the patient to push the tongue against the inside of each cheek
in turn as you palpate externally for strength

90
Q

Muscle Tone exam

A

When a normal muscle with an intact nerve supply is relaxed
voluntarily, it maintains a slight residual tension known as muscle tone. This is
best assessed by feeling the muscle’s resistance to passive stretch. Persuade the
patient to relax. Hold one hand with yours and, while supporting the elbow, flex
and extend the patient’s fingers, wrist, and elbow, and put the shoulder through
a moderate range of motion. With practice, you can combine these actions into
a single smooth movement. On each side, note muscle tone—the resistance
offered to your movements. Tense patients may show increased resistance. With
repeated practice, you will learn the feel of normal resistance.
If you suspect decreased resistance, hold the forearm and shake the hand loosely
back and forth. Normally the hand moves back and forth freely but is not completely
floppy.
If resistance is increased, determine if it varies as you move the limb or persists
throughout the range of movement and in both directions, for example, during
both flexion and extension. Feel for any jerkiness in the resistance.
To assess muscle tone in the legs, support the patient’s thigh with one hand,
grasp the foot with the other, and flex and extend the patient’s knee and ankle
on each side. Note the resistance to moving the limb

91
Q

Scale for Grading Muscle Strength

A

Muscle strength is graded on a 0 to 5 scale:
0 —No muscular contraction detected
1 —A barely detectable flicker or trace of contraction
2 —Active movement of the body part with gravity eliminated
3 —Active movement against gravity
4 —Active movement against gravity and some resistance
5 — Active movement against full resistance without evident fatigue. This is
normal muscle strength.

92
Q

Muscle Strength exam

A

Normal strength varies widely, so your standard of
normal should allow for factors like age, sex, and muscular training. The patient’s
dominant side is usually slightly stronger than the nondominant side, though
differences can be hard to detect. Keep this difference in mind as you compare
sides.
Test muscle strength by asking the patient to actively resist your movement.
Remember that a muscle is strongest when shortest, and weakest when longest.
Give the patient the advantage as you try to overcome the resistance and
judge true the muscle’s true strength. Some patients give way during tests of
muscle strength due to pain, misunderstanding of the test, an effort to help the
examiner, conversion disorder, or malingering.
If the muscles are too weak to overcome resistance, test them against gravity
alone or with gravity eliminated. When the forearm rests in a pronated position,
for example, dorsiflexion at the wrist can be tested against gravity alone. When
the forearm is midway between pronation and supination, extension at the wrist
can be tested with gravity eliminated. Finally, if the patient fails to move the body
part, observe or palpate for weak muscular contraction Many clinicians make further distinctions by adding plus or minus signs toward
the stronger end of this scale. Thus, 4+ indicates good but not full strength, while
5− means a trace of weakness.
Methods for testing individual major muscle groups are described in the text that
follows. The spinal root innervations and the muscles affected are shown in
parentheses. To localize lesions in the spinal cord or the PNS more precisely,
consult texts of neurology for specialized additional testing

93
Q
Test flexion (C5, C6—biceps and brachioradialis) and extension (C6, C7, C8—triceps)
at the elbow by
A

having the patient pull and push against your hand

94
Q

Test extension at the wrist
(C6, C7, C8, radial nerve—
extensor carpi radialis longus
and brevis) by

A
asking
the patient to make a fist
and resist as you press
down (Fig. 17-22). Or ask
the patient to extend the
forearms with fingers
straight and palms up, then
press the palms downward.
95
Q

Test the grip (C7, C8, T1).

A

Ask the patient to squeeze two of your fingers as hard
as possible and not let them go (Fig. 17-23). To avoid getting hurt by strong
grips, place your own middle finger on top of your index finger. Normally it
should be difficult for you to pull your fingers from the patient’s grip. Test both
grips simultaneously with the patient’s arms extended or in the lap to help compare
the right handgrip with the left

96
Q

Test finger abduction (C8, T1, ulnar nerve).

A

Position the patient’s hand with palm
down and fingers spread. Instruct the patient to prevent you from moving any
fingers as you try to force them together

97
Q

Test opposition of the thumb (C8, T1, median nerve).e

A

Ask the patient to touch the

tip of the little finger with the thumb, against your resistanc

98
Q

You may already have assessed muscle strength of the trunk during other segments
of the examination, namely:

A

■ Flexion, extension, and lateral bending of the spine

■ Thoracic expansion and diaphragmatic excursion during respiration

99
Q

Test flexion at the hip (L2, L3, L4—iliopsoas) by

A

placing your hand on the patient’s mid-thigh
and asking the patient to raise the leg against
your hand

100
Q

Test adduction at the hips (L2, L3, L4—adductors).

A

Place your hands firmly on the

bed between the patient’s knees. Ask the patient to bring both legs together

101
Q

Test abduction at the hips (L4, L5, S1—gluteus medius and minimus).

A

Place your
hands firmly outside the patient’s knees. Ask the patient to spread both legs
against your hands

102
Q

Test extension at the hips (S1—gluteus maximus).

A

Have the patient push the mid

posterior thigh down against your hand

103
Q

Test extension at the knee (L2, L3, L4—quadriceps).

A

Support the knee in flexion
and ask the patient to straighten the leg against your hand (Fig. 17-27). The
quadriceps is the strongest muscle in the body, so expect a forceful response

104
Q

Test flexion at the knee (L4, L5, S1, S2—hamstrings)

A

Position the
patient’s leg so that the knee is flexed with the foot resting on the bed. Tell the
patient to keep the foot down as you try to straighten the leg (Fig. 17-28)

105
Q

Test foot dorsiflexion (mainly L4, L5—tibialis anterior) and plantar flexion (mainly
S1—gastrocnemius, soleus) at the ankle by

A

asking the patient to pull up and
push down against your hand (Figs. 17-29 and 17-30). Heel and toe walk also
assess foot dorsiflexion and plantar flexion, respectively

106
Q

Coordination of muscle movement requires four areas of the

nervous system to function in an integrated way

A

■ The motor system, for muscle strength
■ The cerebellar system (also part of the motor system), for normal rhythmic
movement and steady posture
■ The vestibular system, for balance and for coordinating eye, head, and body
movements
■ The sensory system, for position sense

107
Q

To assess coordination, observe the patient performing

A

■ Rapid alternating movements
■ Point-to-point movements
■ Gait and other related body movements
■ Standing in specified ways

108
Q

Rapid alternating movements: arms

A

Show the patient how to strike
one hand on the thigh, raise the hand, turn
it over, and then strike the back of the hand
down on the same place. Urge the patient to
repeat these alternating movements as rapidly
as possible (Fig. 17-31).
Observe the speed, rhythm, and smoothness of
the movements. Repeat with the other hand.
The nondominant hand may perform less well.
Show the patient how to tap the distal joint of
the thumb with the tip of the index finger,
again as rapidly as possible (Fig. 17-32). Again,
observe the speed, rhythm, and smoothness of
the movements. The nondominant side often
performs less well

109
Q

Rapid alternating movements: legs

A

Ask the patient to tap the ball of each foot in turn as quickly as possible
on your hand or the floor. Note any slowness or awkwardness. Normally
the feet do not perform as well as the hands

110
Q

point-to-point movements: arms

A

Finger-to-Nose Test. Ask the patient to touch your index finger and
then his or her nose alternately several times. Move your finger so that the
patient has to change directions and extend the arm fully to reach your finger.
Observe the accuracy and smoothness of movement, and watch for any tremor.
Now hold your finger in one place so that the patient can touch it with one arm
and finger outstretched. Ask the patient to raise the arm overhead and lower it
again to touch your finger. After several repeats, ask the patient to close both eyes
and try several more times. Repeat on the other side. Normally the patient
touches the examiner’s finger successfully with eyes open or closed. These
maneuvers test position sense and the function of both the labyrinth of the inner
ear and the cerebellum.

111
Q

point-to-point movements: legs

A

Heel-to-Shin Test. Ask the patient to place one heel on the opposite
knee, then run it down the shin to the big toe. Observe this movement for
smoothness and accuracy. Repetition with the patient’s eyes closed tests for position
sense. Repeat on the other side.

112
Q

Gait exam

A
Ask the patient to:
■ Walk across the room or down the hall,
then turn and come back. Observe
posture, balance, swinging of the
arms, and movements of the legs.
Normally balance is intact, the arms
swing symmetrically at the sides, and
turns are smooth.
■ Walk heel-to-toe in a straight line—
called tandem walking (Fig. 17-33).
■ Walk on the toes, then on the heels—
this tests plantar flexion and dorsiflexion
of the ankles as well as
balance
■ Hop in place on each foot in turn (if
the patient is not too ill)—this tests
proximal and distal muscle strength
in the legs and requires both normal
position sense and cerebellar
function.
■ Do a shallow knee bend, first on one
leg, then on the other (Fig. 17-34).
Steady the patient if you think the
patient might fall.
■ Or alternatively, rise from a sitting
position without arm support and step
up on a sturdy stool—if the patient is
unsteady, neurologically impaired, or
frail these tests are more suitable than
hopping or knee bends
113
Q

Stance exams

A

Romberg

Pronator Drift

114
Q

The Romberg Test

A

This is mainly a test of position sense. The patient should
first stand with feet together and eyes open and then close both eyes for 30 to
60 seconds without support. Note the patient’s ability to maintain an upright
posture. Normally any swaying is mi

115
Q

Test for Pronator Drift.

A

The patient should stand for 20 to 30 seconds with
eyes closed and both arms held straight forward with palms up (Fig. 17-35).
Normally patients hold this arm position well. If necessary, patients can be tested
in the sitting position.
Next, instruct the patient to keep the arms out and eyes shut and tap the arms
briskly downward. The arms normally return smoothly to the horizontal position.
This response requires muscular strength, coordination, and good position
sense.

116
Q

To evaluate the sensory system, you will test several kinds of sensation

A

■ Pain and temperature (spinothalamic tracts)
■ Position and vibration (posterior columns)
■ Light touch (both of these pathways)
■ Discriminative sensations, which depend on some of the above sensations
but also involve the cortex

117
Q

Tips for Detecting Sensory Deficits

A

● Compare symmetric areas on the two sides of the body, including the arms,
legs, and trunk.
● For pain, temperature, and touch sensation, compare distal to proximal areas
of the extremities. Scatter the stimuli to sample most of the dermatomes
and major peripheral nerves (see pp. 756–757). One suggested pattern is to
include:
● both shoulders (C4)
● the inner and outer aspects of the forearms (C6 and T1)
● the thumbs and little fingers (C6 and C8)
● the fronts of both thighs (L2)
● the medial and lateral aspects of both legs (L4 and L5)
● the little toes (S1)
● the medial aspect of each buttock (S3)
● For vibration and position sensation, test the fingers and toes first. If these
are normal, you may safely assume that more proximal areas are also be
normal.
● Vary the pace of your testing so that the
patient does not merely respond to your
repetitive rhythm.
● When you detect an area of sensory loss or
hypersensitivity, map out its boundaries in
detail. Stimulate first at a point of reduced
sensation, then in progressive steps until the
patient reports a change to normal sensation.
An example is shown here.

118
Q

pain exam

A

Use a sharp safety pin, the stick portion of a broken cotton swab, or
other suitable tool. Occasionally, substitute the blunt end for the point. Ask the
patient, “Is this sharp or dull?” or, when making comparisons, “Does this feel the
same as this?” Apply the lightest pressure needed for the stimulus to feel sharp;
avoid heavy pricks that draw blood.
To prevent transmitting a bloodborne infection, discard the pin or other device
safely. Do not reuse it on another person

119
Q

temperature exam

A

Testing skin temperature is often omitted if pain sensation is
normal. If there are sensory deficits, use two test tubes filled with hot and cold
water, or a tuning fork heated or cooled by running water. Touch the skin and
ask the patient to identify “hot” or “cold.”

120
Q

light touch exam

A

With a fine wisp of cotton, touch the skin lightly, avoiding
pressure. Ask the patient to respond whenever a touch is felt, and to compare
one area with another. Avoid testing calloused skin, which is normally relatively
insensitive.

121
Q

Vibration exam

A

Use a relatively low-pitched
tuning fork of 128 Hz. Tap it on the heel of
your hand and place it firmly over a distal
interphalangeal joint of the patient’s finger,
then over the interphalangeal joint of the big
toe (Fig. 17-37). Ask what the patient feels.
If you are not sure whether the patient is
feeling pressure or vibration, ask the patient
to tell you when the vibration stops. Then
touch the tuning fork to stop it from vibrating
and confirm this change with the patient. If
vibration sense is impaired, proceed to more
proximal bony prominences (e.g., wrist,
elbow; medial malleolus, shin, patella,
anterior superior iliac spine, spinous
processes, and clavicles).

122
Q

Proprioception (Joint Position

Sense) exam

A

Grasp the patient’s big toe,
holding it by its sides between your thumb
and index finger, then pull it away from
the other toes (Fig. 17-38). This prevents
extraneous tactile stimuli from affecting
testing. Demonstrate “up” and “down”
as you move the patient’s toe clearly
upward and downward. Then, with the
patient’s eyes closed, ask the patient to
say “up” or “down” when moving the
large toe in a small arc
Repeat the test several times on each side. If position sense is impaired, move
proximally to test the ankle joint. In a similar fashion, test position in the fingers,
moving proximally, if indicated, to the metacarpophalangeal joints, wrist, and
elbow

123
Q

Discriminative Sensations exams

A
Stereognosis
Number Identification (Graphesthesia)
Two-point discrimination
Point localization
Extinction
124
Q

Stereognosis.

A
refers to
the ability to identify an object by
feeling it. Place a familiar object
such as a coin, paper clip, key, pencil,
or cotton ball, in the patient’s
hand and ask the patient to tell you
what it is. Normally a patient will
manipulate it skillfully and identify
it correctly within 5 seconds. Asking
the patient to distinguish “heads”
from “tails” on a coin is a sensitive
test of stereognosis.
125
Q

Number identification (graphesthesia).

A
If arthritis or other conditions prevent
the patient from manipulating
an object well enough to identify it,
test the ability to identify numbers.
With the blunt end of a pen or pencil,
draw a large number in the patient’s
palm (Fig. 17-39). A normally
abled person can identify most such
numbers
126
Q

Two-point discrimination

A

Using the
two ends of an opened paper clip, or
two pins, touch a finger pad in two
places simultaneously (Fig. 17-40).
Alternate the double stimulus irregularly
with a one-point touch. Be
careful not to cause pain.
Find the minimal distance at which the patient can discriminate one from
two points (normally <5 mm on the finger pads). This test may be used on
other parts of the body, but normal distances vary widely from one body
region to another.

127
Q

Point Localization

A

Briefly touch a point on the patient’s skin. Then ask the
patient to open both eyes and point to the place touched. Normally a person
can do so accurately

128
Q

Extinction

A

Stimulate one side or simultaneously stimulate corresponding
areas on both sides of the body. Ask where the patient feels your touch. Normally
both stimuli are felt

129
Q

Scale for Grading Reflexes

A

4 - Very brisk, hyperactive, with clonus (rhythmic oscillations between flexion
and extension)
3 - Brisker than average; possibly but not necessarily indicative of disease
2 - Average; normal
1 - Somewhat diminished; low normal
0 - Reflex absent

130
Q

Muscle Stretch Reflexes

A

Eliciting the muscle stretch reflexes
requires special handling of the reflex
hammer. Select a properly weighted
reflex hammer, and learn the different
uses of the pointed end and the flat
end. For example, the pointed end is
useful for striking small areas, such as
your finger as it overlies the biceps tendon.
Test the reflexes as follows:
■ Encourage the patient to relax,
then position the limbs properly
and symmetrically.
Hold the reflex hammer loosely
between your thumb and index finger
so that it swings freely in an arc
within the limits set by your palm
and other fingers (Fig. 17-45).
■ With your wrist relaxed, strike the tendon briskly using a rapid wrist movement.
Your strike should be quick and direct, not glancing.
Note the speed, force, and amplitude of the reflex response and grade the
response using the scale below. Always compare the response of one side
with the other. Reflexes are usually graded on a 0 to 4 scale
Reflex response depends partly on the force of your strike on the tendon. Use
only enough force to provoke a definite response. Differences between sides are
usually easier to detect than symmetric changes on both sides. Symmetrically
increased, diminished, or even absent reflexes can be normal.

131
Q

Reinforcement Exam

A

If the patient’s reflexes are symmetrically diminished or
absent, use reinforcement, a technique involving isometric contraction of
other muscles for up to 10 seconds that may increase reflex activity. To reinforce
the arm reflexes, for example, ask the patient to clench his or her teeth or to
squeeze both knees together. If leg reflexes are diminished or absent, ask the
patient to lock fingers and pull one hand against the other. Tell the patient to pull
just before you strike the patellar or Achilles tendon (Fig. 17-46).

132
Q

The Biceps Reflex (C5, C6).

A

The patient’s elbow should be partially
flexed and the forearm pronated with palm down. Place your thumb or finger
firmly on the biceps tendon. Aim the strike with the reflex hammer directly
through your digit toward the biceps tendon (Figs. 17-47 and 17-48).
Observe flexion at the elbow, and watch for and feel the contraction of the
biceps muscle.

133
Q

The Triceps Reflex (C6, C7).

A

The patient may be sitting or supine. Flex
the patient’s arm at the elbow, with palm toward the body, and pull it slightly
across the chest. Strike the triceps tendon with a direct blow directly behind and
just above the elbow (Figs. 17-49 and 17-50). Watch for contraction of the
triceps muscle and extension at the elbow.
If you have difficulty getting the patient to
relax, try supporting the upper arm. Ask the
patient to let the arm go limp, as if it were
“hung up to dry.” Then strike the triceps tendon
(Fig. 17-51).

134
Q

The Brachioradialis Reflex (C5, C6).

A

The patient’s hand should rest on the abdomen
or the lap, with the forearm partly pronated.
Strike the radius with the point or flat edge of
the reflex hammer, about 1 to 2 inches above
the wrist (Fig. 17-52). Watch for flexion and
supination of the forearm

135
Q

The Quadriceps (Patellar) Reflex (L2, L3, L4).

A

The patient may be
either sitting or lying down as long as the knee is flexed. Briskly tap the patellar
tendon just below the patella (Fig. 17-53). Note contraction of the quadriceps
with extension at the knee. Placing your hand on the patient’s anterior thigh lets
you feel this reflex.
There are two options for examining the supine patient. Supporting both knees
at once allows you to assess small differences between quadriceps reflexes by
repeatedly testing one reflex and then the other (Fig. 17-54). If supporting both
legs is uncomfortable for you or the patient, you can place your supporting arm
under the patient’s leg (Fig. 17-55). Some patients find it easier to relax with this
method.

136
Q

The Achilles (Ankle) Reflex (Primarily S1).

A

If the patient is sitting,
partially dorsiflex the foot at the ankle. Persuade the patient to relax. Strike the
Achilles tendon, and watch and feel for plantar flexion at the ankle (Fig. 17-56).
Also note the speed of relaxation after muscular contraction
When the patient is lying down, flex one leg at both hip and knee and rotate it
externally so that the lower leg rests across the opposite shin. Then dorsiflex the
foot at the ankle and strike the Achilles tendon (Fig. 17-57).

137
Q

Clonus.

A

If the reflexes seem hyperactive, test for ankle clonus. Support the
knee in a partly flexed position. With your other hand, dorsiflex and plantar flex
the foot a few times while encouraging the patient to relax, then sharply dorsiflex
the foot and maintain it in dorsiflexion (Fig. 17-58). Look and feel for rhythmic
oscillations between dorsiflexion and plantar flexion. Normally the ankle does
not react to this stimulus. There may be a few clonic beats if the patient is tense
or has exercised.
Other joints may display clonus. A sharp downward displacement of the patella,
for example, may elicit patellar clonus in the extended knee.

138
Q

The Abdominal Reflexes.

A
Test
the abdominal reflexes by lightly but
briskly stroking each side of the
abdomen, above (T8, T9, T10) and
below (T10, T11, T12) the umbilicus in
the directions illustrated (Fig. 17-59).
Use a key, the wooden end of a cottontipped
applicator, or a tongue blade
twisted and split longitudinally. Note
the contraction of the abdominal
muscles and movement of the umbilicus
toward the stimulus. If obesity or
previous abdominal surgery masks the
abdominal reflexes, retract the patient’s umbilicus away from the side being
tested with your finger and feel for the muscular contraction
139
Q

The Plantar Response (L5, S1).

A

With a key or the wooden end of an
applicator stick, stroke the lateral aspect of the sole from the heel to the ball of
the foot, curving medially across the ball (Fig. 17-60). Use the lightest stimulus
needed to provoke a response, but increase firmness if necessary. Closely observe
movement of the big toe, normally plantar flexion
Some patients withdraw from this stimulus by flexing the hip and the knee. Hold
the ankle, if necessary, to complete your observation. At times it is difficult to
distinguish withdrawal from a Babinski response

140
Q

The Anal Reflex

A

Using a broken applicator stick or pinprick, lightly
scratch the anus on both sides. Watch for reflex contraction of the external anal
sphincter. Detection of the reflex contraction is facilitated by placing a gloved
finger in the anus during testing

141
Q

Meningeal Signs

A

Test for these important signs whenever you suspect

meningeal inflammation from meningitis or subarachnoid hemorrhage

142
Q

Neck Mobility/Nuchal Rigidity

A

First, make sure there is no injury or
fracture to the cervical vertebrae or cervical cord. In trauma settings, this often
requires radiologic evaluation. Then, with the patient supine, place your hands
behind the patient’s head and flex the neck forward, if possible until the chin touches the chest. Normally the neck is supple, and the patient can easily bend
the head and neck forward

143
Q

Brudzinski Sign.

A

As you flex the neck, watch the hips and knees in reaction

to your maneuver. Normally they should remain relaxed and motionless.

144
Q

Kernig Sign.

A

Flex the patient’s leg at both the hip and the knee, and then
slowly extend the leg and straighten the knee (Fig. 17-62). Discomfort behind
the knee during full extension is normal but should not produce pain

145
Q

Lumbosacral Radiculopathy: Straight-Leg Raise

A

If the patient
has low back pain that radiates down the thigh and leg, commonly called sciatica
if in the sciatic nerve distribution, test straight-leg raising on each side in turn.
Place the patient in the supine position. Raise the patient’s relaxed and straightened
leg, flexing the thigh at the hip (Fig. 17-63). Some examiners first raise the
patient’s leg with the knee flexed, then extend the leg.
Assess the degree of elevation at which pain occurs, the quality and distribution
of the pain, and the effects of foot dorsiflexion. Tightness or discomfort in the
buttocks or hamstrings is common during these maneuvers and should not be
interpreted as “radiating pain” or a positive test.
In addition, be sure to examine motor and sensory function and reflexes at the
lumbosacral levels.

146
Q

Asterixis.

A

Asterixis suggests metabolic encephalopathy in patients whose
mental functions are impaired. Asterixis is caused by abnormal function of the
diencephalic motor centers that regulate agonist and antagonist muscle tone and
maintain posture
Ask the patient to “stop traffic” by extending both arms, with hands cocked up
and fingers spread (Fig. 17-64). Watch for 1 to 2 minutes, coaxing the patient as
necessary to maintain this position.

147
Q

Winging of the Scapula.

A

When the shoulder muscles seem weak or
atrophic, inspect for scapular winging. Ask the patient to extend both arms and
push against your hand or against a wall (Fig. 17-65). Observe the scapulae.
Normally they lie close to the thorax
In very thin but normal people, the scapulae may appear “winged” even when
the musculature is intact.

148
Q

The Stuporous or Comatose Patient.

A

Coma, a state of impaired
arousal and awareness, signals a potentially life-threatening event affecting the
two hemispheres, the brainstem, or both. Accurate assessment is critical.102–107
Although the arousal and awareness functions are interrelated, “a change in one
is not always associated with a similar change in the other.”102 Arousal occurs in
the ascending reticular activating system of the brainstem which projects through
the thalamus to several areas of the cortex, which “processes, integrates, and
gives context to the information provided to it thus generating awareness. Injury to any of these areas or their connections can result in impaired consciousness.”
The usual sequence of history, physical examination, and laboratory evaluation
does not apply. Instead, you must:
■ First assess and stabilize the ABCs (airway, breathing, and circulation)
■ Establish the patient’s level of consciousness
■ Perform the neurologic examination. Identify any focal or asymmetric findings
and determine if the cause of impaired consciousness is structural or metabolic.
■ Interview relatives, friends, or witnesses to establish the speed of onset and
duration of unconsciousness, any warning symptoms, precipitating factors, or
previous episodes, and the premorbid appearance and behavior of the patient.
Any history of past medical and psychiatric illnesses is also important

149
Q

“Don’ts” When Assessing the Comatose Patient

A

● Don’t dilate the pupils, the single most important clue to the underlying cause
of coma (structural vs. metabolic).
● Don’t flex the neck if there is any question of trauma to the head or neck.
Immobilize the cervical spine and get an x-ray first to rule out fractures of the
cervical vertebrae that could compress and damage the spinal cord.

150
Q

LOC: techniques and patient response

A
Alertness: Speak to the patient in a
normal tone of voice
- The alert patient opens the eyes,
looks at you, and responds fully
and appropriately to stimuli
(arousal intact)
Lethargy: Speak to the patient in a
loud voice. For example,
call the patient’s name
or ask “How are you?”
- The patient appears drowsy but
opens the eyes and looks at you,
responds to questions, and then
falls asleep
Obtundation: Shake the patient gently
as if awakening a
sleeper
- The obtunded patient opens the
eyes and looks at you but
responds slowly and is somewhat
confused. Alertness and interest
in the environment are decreased
Stupor: Apply a painful stimulus.
For example, pinch a
tendon, rub the sternum,
or roll a pencil
across a nail bed. (No
stronger stimuli
needed!)
- The stuporous patient arouses from
sleep only after painful stimuli. Verbal
responses are slow or even
absent. The patient lapses into an
unresponsive state when the stimulus
ceases. There is minimal awareness
of self or the environment
Coma: Apply repeated painful
stimuli
- A comatose patient remains
unarousable with eyes closed.
There is no evident response to
inner need or external stimuli
151
Q

Neuro eval: respirations

A

Observe the rate, rhythm, and pattern of respiration. Because
neural structures that govern breathing in the cortex and brainstem overlap
with those that govern consciousness, abnormalities of respiration often occur
in coma.

152
Q

Neuro eval: pupils

A

Observe the size and equality of the pupils and test their reaction
to light. The presence or absence of the light reaction is one of the most important
signs distinguishing structural from metabolic causes of coma. The light
reaction often remains intact in metabolic coma

153
Q

Neuro eval: ocular movement

A

Observe the position of the eyes and eyelids at rest.
Check for horizontal deviation of the eyes to one side (gaze preference). When
the oculomotor pathways are intact, the eyes look straight ahead

154
Q

Neuro eval: Oculocephalic Reflex (Doll’s Eye Movements).

A

This reflex helps assess brainstem
function in the comatose patient. Holding
the upper eyelids open so that you can see
the eyes, turn the head quickly, first to one
side and then to the other (Fig. 17-67).
Make sure the patient has no neck injury
before performing this test.
In a comatose patient with an intact brainstem,
as the head is turned in one direction,
the eyes move toward the opposite side (the
doll’s eye movements). In Figure 17-68, for
example, the patient’s head has been turned
to the right; her eyes have moved to the left.
Her eyes still seem to gaze at the camera.
The doll’s eye movements are intact

155
Q

Neuro eval: Oculovestibular Reflex (with Caloric Stimulation)

A

If the oculocephalic reflex
is absent and you seek further testing of brainstem function, test the oculovestibular
reflex. Note that this test is usually not performed in an awake patient
Make sure the eardrums are intact and the ear canals clear. Elevate the patient’s
head to 30° to perform the test accurately. Place a kidney basin under the ear to
catch any water that spills over. With a large syringe, inject ice water through a
small catheter that is lying in (but not plugging) the ear canal. Watch for deviation
of the eyes in the horizontal plane. You may need to use up to 120 mL of ice
water to elicit a response. In the comatose patient with an intact brainstem, the
eyes drift toward the irrigated ear. Repeat on the opposite side, waiting 3 to
5 minutes if necessary for the first response to disappear.

156
Q

Posture

A

Observe the patient’s posture. If there is no
spontaneous movement, you may need to apply a painful stimulus (see p. 769).
Classify the resulting pattern of movement as:
■ Normal–avoidant—the patient purposefully pushes the stimulus away or
withdraws.
■ Stereotypic—the stimulus evokes abnormal postural responses of the trunk
and extremities.
■ Flaccid paralysis or no response

157
Q

Muscle Tone exam

A

Test muscle tone by grasping each forearm
near the wrist and raising it to a vertical
position. Note the position of the
hand, which is usually only slightly
flexed at the wrist (Fig. 17-70).
Then lower the arm to about 12 or 18 inches off the bed and drop it. Watch how
it falls. A normal arm drops somewhat slowly.
Support the patient’s flexed knees. Then extend one leg at a time at the knee and
let the leg fall (Fig. 17-72). Compare the speed with which each leg falls.
Flex both legs so that the heels rest on the bed and then release them. The normal
leg returns slowly to its original extended position