By Toy, Eugene C.
"Real lifestyles situations for the emergency drugs clerkship and shelf-exam. Case documents: Emergency drugs provides 50 real-life situations that illustrate crucial ideas in emergency drugs. each one case contains a whole dialogue, scientific pearls, references, definitions of keywords, and USMLE-style assessment questions. With the program, you are going to research within the context of actual sufferers, instead of only memorize proof. 60 high-yield emergency medication circumstances, each one with USMLE-style questions scientific pearls spotlight key strategies Primer on find out how to process medical difficulties and imagine like a physician confirmed studying method maximizes your shelf-exam scores"--Provided through publisher. Read more...
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Extra info for Case files. Emergency medicine
For example, understanding risk factor analysis may help in the management of a 55-year-old woman with anemia. If the patient has risk factors for endometrial cancer (such as diabetes, hypertension, anovulation) and complains of postmenopausal bleeding, she likely has endometrial carcinoma and should have an endometrial biopsy. Otherwise, occult colonic bleeding is a common etiology. If she takes NSAIDs or aspirin, then peptic ulcer disease is the most likely cause. CLINICAL PEARL ᭤ Being able to assess risk factors helps to guide testing and develop the differential diagnosis.
Unstable Angina/Non-ST Elevation MI Cases of ACS lacking ECG criteria for reperfusion fall into the UA/NSTEMI category. The approach to therapy for UA/NSTEMI tends to be graded, based on ECG findings, cardiac marker results, TIMI risk score, and whether the patient is likely to undergo early angiography and PCI. Aspirin and nitroglycerin constitute the minimum therapy. Morphine is added when chest discomfort continues despite nitroglycerin therapy. a-blockers, such as IV metoprolol, are usually added in cases presenting with hypertension or tachycardia.
Hence, from clinical data, a judgment needs to be rendered regarding how far along one is on the road of: (1) Make a diagnosis → (2) Stage the disease → (3) Treat based on stage → (4) Follow the response Frequently, the student is taught “to regurgitate” the same information that someone has written about a particular disease, but is not skilled at identifying the next step. This talent is learned optimally at the bedside, in a supportive environment, with freedom to take educated guesses, and with constructive feedback.