An anatomy revision guide, focused upon the upper limb, lower limb & back.
Originally created in 2009 as a study aid for students at Cardiff University School of Medicine, it was substantially updated in 2010, and this Second Edition contains more detailed chapters, particularly with respect to musculature, cross-sections & relevant clinical anatomy.
Further information can be found under the Preface & Introduction.
During our antibiotics teaching at medical school we were told that a recent survey of junior doctors had revealed that a significant proportion didn't realise that augmentin, tazocin, and carbopenems were penicillins and as such should not be given to those with known allergies. I devised a "mind-map" summarising the main antibiotics in use using information from the BNF and my own lecture notes. For me, seeing the information laid out in this manner, pinned above my desk as I work, helps me remember the major classes, their relationships with one another, and their major side-effects.
This guide contains 30 clinical skills that are essential for every doctor in training. I created this guide when revising for my 3rd year OSCEs, confused by the amount of resources we had to revise for each one! This concise yet comprehensive guide attempts to take into account the various methods to follow for each procedure.
The “Arterial Schematic” represents the intricate three-dimensional human arterial system in a highly simplified two-dimensional design reminiscent of the London Underground Map. Each “line” represents an artery within the body; a black circle marks a major vessel, whilst “stubs” stemming from the main lines represent the distal vasculature. The coloured “zones” represent the main divisions of the human body, for example; the yellow zone indicates the neck.
The schematic was inspired by Henry Beck’s work on the first diagrammatic London Underground Map. His aim was to represent complex geographical distribution in a simple and accessible form. He achieved this aim by omitting swathes of information that had plagued previous designers’ versions. Beck’s approach was succinct yet produced a design that was immediately successful in clearly portraying to commuters how to traverse London most efficiently. The “Arterial Schematic” hopes to culminate this idea of communicating complex concepts in a concise manner, mirroring what is expected of medical professionals on a daily basis.
The schematic is a prototype design intended to be part of a series of images that will diagrammatically represent the various systems of the human body. The prototype was inspired by a desire to teach anatomy via a fresh and engaging visual medium. Recent years have seen significant debate over reduced undergraduate anatomy teaching and its later consequences. The hope is that the “Arterial Schematic” and its sister diagrams will inspire students to learn anatomy and encourage them to further their knowledge via other sources.
PLEASE NOTE: This image is available for purchase in print, please contact email@example.com if interested. Please follow LFarmery on Twitter and considering sharing the Arterial Schematic on Facebook etc. Many Thanks.
This is a teaching resource that aids the student in memorisation of the Cranial Nerves, their anatomical path and function.
Additionally, it stimulates a clinical approach to the functions of the Cranial Nerves, with some 'not to be missed' signs.
An OSCE presentation by Sarah Lawrence and Oscar Swift of UCLU MedSoc aimed at clinical medical students. It will briefly go through how to perform a fundoscopy station in 5 minutes and the features of the basic pathologies (including diabetic retinopathy, hypertensive retinopathy, retinal artery/vein occlusion and others) you might see.
The skull has numerous holes (foramina) through which various cranial nerves, arteries, veins and other structures pass. To aid learning of these important foramina, I have created this visual mnemonic.
note the steps:introduction,hostory of presenting compliant,past medical history,family history,drug and social history and then systematic review.
note the use of open and close ended questions,facilitation and summerization.
for more tips on history taking, visit my blog.