Respiratory Physiology A Clinical Approach Respiratory Physiology A Clinical ApproachRichard M. Schwartzstein, MD C. Respiratory Physiology: A Clinical Approach offers a fresh new take on learning physiology in a systems-based curriculum. This book won the. Respiratory Physiology: A Clinical Approach offers a fresh new take on learning physiology in a systems-based curriculum. This book won the Dr. Frank H.

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RESPIRATORY PHYSIOLOGY: A CLINICAL APPROACH. Authors: Richard M. Schwartzstein, MD; Michael J. Parker, MD. Bibliographic Data: Lippincott Williams. (c) >>> page 1 of 8 PDF File: bdbd Respiratory Physiology: A Clinical Approach (Integrated Physiology). Henderson-Hasselbach equation is fully de- rived, which is something of an exception in this book; most of the physiologic equa- tions elsewhere are simply.

This is an outstanding book.

It is so well written and the layout is so well done that it takes difficult to understand concepts and breaks them down into easy to understand language for the reader. This is a must-have book for health professionals and should be a required text in all respiratory therapy programs.

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Section 1: convective oxygen transport

Please try after some time. January - Volume 25 - Issue 1 - p William Beaumont Hospitals. The study group underwent clinical exposure before the post-test while the control group did not. Conclusion: Early clinical exposure may be an effective technique to supplement the traditional theoretical teaching and improve the performance of fresh medical entrants in Physiology.

It has better acceptability by the students and may be considered for inclusion in the existing pre-clinical curriculum with proper allocation of time and manpower. Keywords: Early clinical exposure , Undergraduate , Curriculum Introduction Existing medical education system in India mainly focuses on classroom and laboratory teaching in the first year of MBBS course where students get to learn three basic science topics namely Anatomy, Physiology and Biochemistry, hardly having any exposure to real clinical situations, rightly termed therefore as the pre-clinical phase.

In the subsequent one and half year students learn Pathology, Pharmacology, Microbiology and Forensic Medicine which is called the paraclinical phase. Early clinical exposure ECE on the other hand, emphasises on introduction of medical students to the actual patient handling in various clinical scenario at the very first year. It has the potential to improve cognitive, psychomotor as well as affective domain of a medical student from the very beginning which is pertinent to the recent drive for the development of ideal physicians providing primary health care.

Early clinical exposure ensures well integrated knowledge of the basic sciences, clinical experiences and social interaction in real life situation 2. Recognising the implication of ECE, Medical Council of India has recommended it in the new proposed syllabus from 3.

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Several studies have been undertaken to explore the impact of ECE among the medical students but most of them are opinion-based and qualitative by nature. With this background, in our study we explored the outcome of early clinical exposure in the context of basic science topics Physiology in a group of fresh MBBS entrants and compared their performance with a conventionally taught control group.

Thereby we tested our research question, whether ECE is really a better educational tool for the development of knowledge, skill and attitude than the conventional theoretical teaching methods among the newly entrant MBBS students.

It was an experimental research with a study and a control group. Voluntary students from the 1st MBBS batch of , who were not previously exposed to any clinical teaching, were included in the study. Informed consent was taken from the willing candidates and written approval was obtained from the institutional ethics committee before conduction of the study. The participating students were divided by simple random method using computer generated random number table with the roll numbers of the students into two groups, Group 1 or the study group and group 2 or the control group.

The candidates in these groups were treated as follows: 1. A pre-test was administered, using a validated questionnaire consisting of 25 Multiple Choice Questions MCQs 50 marks and 10 OSCE Objective Structured Clinical Examination stations 50 marks , to all participants to address three different domains of learning, namely: cognitive, psychomotor and affective, respectively.

It mainly explored the cognitive domain of the students before and after teaching. The questionnaire was generated by the respective teacher and was validated beforehand.

OSCE stations were designed to assess cognitive, psychomotor as well as affective domains. Totally, 10 OSCE stations were planned and 10 minutes was allocated to each station. History taking, examination of the patient, handling of instruments and elicitation of cardinal signs, interpretation of investigation reports and indication of basic pathophysiology involved were the main points noted in various OSCE stations.Connective tissue, composed of collagen and elastin, is interspersed between the alveoli and the airways.

Respiratory Physiology : A Clinical Approach

Seen from the frontal view, the lateral elevation of the ribs is analogous to the movement of a bucket handle. If one alveolus were to collapse, therefore, others would be affected as the adjacent alveoli are pulled down in the same direction. If you plan on entering the field of psychiatry some day, for example, you may be confronted with a patient with panic attacks, hyperventilation, and a series of symptoms that can best be understood within the context of respiratory physiology.

These were experimental situations that he worked through intellectually rather than physically to find fallacies in his reasoning.