This slideshow covers history taking and examination, management, complications, pathophysiology of upper GI bleeding and classes of shock.
over 2 years ago
A powerpoint covering Emergency Presentations. A lot of this is from the Oxford Handbook of clinical medicine or clinical knowledge summaries. I figure this stuff is something we should be able to rattle it off for clinical finals. I must credit my slide on shock to DrCrunch. Visit his site (drcrunch.co.uk) and follow him on twitter/facebook/youtube. There's a youtube video where he actually talks through the pacman diagram. I felt it was a brilliant way of explaining shock so put it in there! All images are off google.
over 4 years ago
Introduction with a case 0 Once upon a time a 60-year-old man was transferred from the oncology ward to the ICU for treatment of neutropenic septic shock.
over 1 year ago
Fluid resuscitation done poorly can result in significant complications to the patient. This episode will present some of the newer considerations in fluid resuscitation in traumatic shock.
Jeffrey S. Guy, MD, FACS
over 7 years ago
The typical thoracic vertebra has a heart-shaped body (Figure 1) bearing one or two facets for articulation with the head of a rib. Its vertebral foramen is smaller and more circular than those of the cervical and lumbar regions. The two pedicles bear long and strong transverse processes. It articulates with its neighbouring vertebra with articular processes that bear nearly vertical facets facing (superior) posteriorly and (inferior) anteriorly. Its spinous process is long and slopes posteroinferiorly so that its tip overlies the level of the vertebral body below. Figure 1The typical lumbar vertebra has a larger kidney-shaped body and its vertebral foramen is larger than that of the thoracic vertebra (Figure 2). Its transverse processes are long and slender and its articular processes are directed (superior) posteromedially and (inferior) anterolaterally. Its spinous process is shorter, broader and more horizontal than those of the thoracic vertebrae.Figure 2Joints and ligaments of the vertebraeJoints: the articular surfaces of the bodies of adjacent vertebrae are covered by hyaline cartilage and united by a thick fibrocartilaginous intervertebral disc. These are strong cartilaginous joints designed for weight-bearing. The disc is a shock absorber, its centre, the nucleus pulposus, is gelatinous and surrounded by a fibrous part, the annulus fibrosus. Adjacent vertebrae articulate by two synovial facet joints between the paired articular processes.
almost 4 years ago
This week we discuss the resuscitation of the hemorrhagic shock patient with Dr. Richard Dutton, MD. Rick was director of trauma anesthesia at the Shock Trauma Center when I trained there. He is an incredible teacher, clinician, and researcher.
over 2 years ago
Background The transition period from undergraduate training to postgraduate “foundation” practice is brief – often only a matter of a few days - but its impact is profound. What was previously a well supported, structured learning environment is suddenly a strange and potentially frightening place where critical decision-making skills, authority and professionalism seem suddenly more relevant than all of the knowledge amassed in undergraduate training. Foundation doctors indicate that the undergraduate experience does little to prepare them for the shock of actual practice. Summary of work An emerging initiative within the University of Edinburgh’s College of Medicine and Veterinary Medicine is to adopt the easy-to-use authoring tools and principals associated with Game Informed Learning to afford collaborative groups of later year undergraduates and foundation doctors the scope to create learning objects for undergraduates. Conclusions Using in-house developed instruments such as the branching scenario authoring tool “Labyrinth”, these groups draw on their recent experience of this transition period to create learning objects that not only directly address perceived gaps in the range of learning support activities available to undergraduates but also, using the principals of game-informed learning to situate the activities within realistic contexts, and plausible scenarios which offer an indication of what practice will feel like. Take-home message Learning tools to ease the transition between medical student and doctor.
about 8 years ago