Case Files Critical Care 1st Edition PDF

Case Files Critical Care pdf

Download Case Files Critical Care – Case Files Critical Care :Experience with clinical cases is key to mastering the art and science of medicine and ultimately to providing patients with competent clinical care. Case Files: Critical Care provides 42 true-to-life cases that illustrate essential concepts in critical care.

Each case includes an easy-to-understand discussion correlated to key concepts, definitions of key terms, clinical pearls, and board-style review questions to reinforce your learning. With Case Files, you’ll learn instead of memorize.

Case Files Critical Care

  • Learn from 42 high-yield cases, each with board-style questions
  • Master key concepts with clinical pearls
  • Practice with review review questions to reinforce learning
  • Polish your approach to clinical problem-solving and to patient care
  • Perfect for residents, medical students, PAs, and NPs working in the ICU

Case Files Critical Care – Content

Contributors I vii
Acknowledgments I ix
Introduction I xi
Section I
CO NTENTS
How to Approach Clin ical Problems ……………………………………………………………… 1
Part l. Approach ing the Patient . …………………………………………………………………… 2
Part 2. Approach to Cl i n ical Problem Solvi ng ………………………………………………… 7
Part 3. Approach ing Read ing ……. . ……………………………. . ……….. . . . ……….. . . .. . …….. l 0
Section II
Clinical Cases ……………………………………………………………………………………………. 15
Forty-Two Case Scenarios …………………………………………………………………………… 17
Section Ill
Listing of Cases ……………………………………………………………………………………….. 467
Listi ng by Case Number …………… . …………………………………………………………….. 469
Listi ng by Disorder (Al pha betical) …. . … . …………………….. . ……. . ……………………… 470
Index I 473

Case Files Critical Care – Acknowledgment

The curriculum that evolved into the ideas for this series was inspired by Philbert Yau and Chuck Rosipal, two talented and forthright students, who have since graduated from medical school. It has been a tremendous joy to work with my excellent coauthors, especially Dr. Manny Suarez, who exemplifies the qualities of the ideal physician-caring, empathetic, and avid teacher, and who is intellectually a giant. It was on the island of St. Vincent and the Grenadines, while reviewing the curriculum of the fledgling Trinity School of Medicine, that Manny and I conceived about the idea of this book, a critical care book for students. Case Files Critical Care

I also enjoy collaborating with Dr. Terry Liu, my longtime friend and colleague whose expertise and commitment to medical education is legendary. I am greatly indebted to my editor, Catherine Johnson, whose exuberance, experience, and vision helped to shape this series. I appreciate McGraw-Hill’s believing in the concept of teaching through clinical cases, and I would like to especially acknowledge Cindy Yoo for her editing expertise and Catherine Saggese and Anupriya Tyagi for the excellent production. It has been amazing to work together with my daughter Allison, who is a senior nursing student at the Scott and White School of Nursing; she is an astute manuscript reviewer and already in her early career she has a good clinical acumen.Case Files Critical Care

I appreciate the excellent support team at St. Joseph: Linda Bergstrom, Lisa Martinez, and Vanessa Yacouby. At Methodist, I appreciate Drs. Judy Paukert, Tim Boone, Marc Boom, and Alan Kaplan who have welcomed our residents; Carolyn Ward, a talented administrator, who holds the department together. Without my dear colleagues, Drs. Konrad Harms, Priti Schachel, and Gizelle Brooks-Carter, this book could not have been written. Most of all, I appreciate my ever-loving wife Terri, and our four wonderful children, Andy, Michael, Allison, and Christina, for their patience and understanding.

Case Files Critical Care – Introduction

Mastering the cognitive knowledge within a field such as critical care is a formidable task. It is even more difficult to draw on that knowledge, procure and filter through the clinical and laboratory data, develop a differential diagnosis, and, finally, to make a rational treatment plan. In critical care, a detailed understanding of hemodynamics, cardiovascular and pulmonary medicine, and pharmacology are important. Sometimes, it is prudent to initiate therapy for significant derangements rather than finding out the precise underlying disorder. For instance, in a patient with respiratory failure, therapy to increase oxygenation and ventilation is initiated while simultaneously determining the etiology.Case Files Critical Care

It is done through a more precise understanding of the pathophysiology that allows for rational and directed therapy. The critical care setting does not allow for much error. A skilled critical care physician must be able to quickly assess the patient’s situation and produce an efficient diagnostic and therapeutic plan. These skills the student learns best at the bedside, guided and instructed by experienced teachers, and inspired toward self-directed, diligent reading. Clearly, there is no replacement for education at the bedside, especially because in “real life,” delay in correct management leads to suboptimal outcome. Unfortunately, clinical situations usually do not encompass the breadth of the specialty. Perhaps the best alternative is a carefully crafted patient case designed to stimulate the clinical approach and the decision-making process. In an attempt to achieve that goal, we have constructed a collection of clinical vignettes to teach diagnostic or therapeutic approaches relevant to critical care medicine. Case Files Critical Care

Most importantly, the explanations for the cases emphasize the mechanisms and underlying principles, rather than merely rote questions and answers. This book is organized for versatility: it allows the student “in a rush” to go quickly through the scenarios and check the corresponding answers, and it allows the student who wants thought-provoking explanations to obtain them. The answers are arranged from simple to complex: the bare answers, an analysis of the case, an approach to the pertinent topic, a comprehension test at the end, clinical pearls for emphasis, and a list of references for further reading. The clinical vignettes are placed in a systematic order to better allow students to gain an understanding of the pathophysiology and mechanisms of disease. A listing of cases is included in Section Ill to aid the student who desires to test his/her knowledge of a certain area, or to review a topic, including basic definitions. Finally, we intentionally did not use a multiple-choice question format in the opening case scenarios, because clues (or distractions) are not available in the real world.

About the Author

Eugene C. Toy, MD (Houston, TX), Professor and Residency Program Director, Department of Obstetrics and Gynecology, The Methodist Hospital-Houston, The University of Texas-Houston School of Medicine.
Manuel Suarez, MD (St. Vincent and the Grenadines), Dean of Clinical Studies and Clinical Professor, Medicine, Pulmonary Medicine, and Critical Care Medicine, Trinity School of Medicine.
Terrence H. Liu, MD (San Francisco, CA), Assistant Professor of Surgery, UCSF School of Medicine.

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