Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download

Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download

Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download  The transition from the basic science years to the clinical years is often marked by passing the United States Medical Licensing Exam (USMLE) Step 1 as administered by the National Board of Medical Examiners (NBME). In most medical school curricula, the basic science years consist of first learning “the normal state” followed by “what can go wrong.” Diseases are first identified by name and subse- quently expanded with information on signs, symptoms, histologic changes, diagnostic tests, and treatment methods. Despite the recent push toward problem-based learning and integration of principles, this approach still exists in many schools and curricula over the course of the first 2 years. During the clinical years, the approach to learn- ing and teaching is quite different—essentially, students are provided with myriad facts and data about a patient and from that data are to make a conclusion about the patient’s disease. Over the past few years, the NBME has utilized this latter approach in testing student knowledge of basic sciences. Each question administered by the NBME via its Computer Based Testing (CBT) is framed as a clinical case; however, the information needed to answer the clinical question is basic science in nature. Furthermore, the NBME has really blurred the line when it comes to questions for the Step 1 Examination and those geared toward the Step 2 Examination.

Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download  The first edition of Step-Up to the Bedside was created with the same concept in mind. It presented clinically ori- ented cases and provided basic science coverage of relevant material sufficient for USMLE Step 1 preparation, but also served as a springboard for Step 2 and the Step 2 CS. A sig- nificant effort was made to describe the “textbook” patient; however, it needs to be noted that very rarely do patients present with all the signs and symptoms typical of a certain disease. The second edition builds on the momen- tum of the first edition. The text has been re-tooled and multiple new educational features have been added including:

• Learning objectives for each case
• Medical workup sequence
• New, more comprehensive cases
• On-line learning tools and cases
• Case questions with annotated answers
The second edition has also been redesigned to serve as a preparatory text not only for the USMLE Step 1 (in con- junction with Step-Up), but also for the Step 2 and Step 2
CS Examinations given the current merging of formats under way by the NBME.

Each patient is introduced by a chief complaint fol- lowed by learning objectives and a brief history and phys- ical. Based on the information given, students should attempt to determine the workup they would perform and a potential differential diagnosis should be offered. The differential here is listed alphabetically as a means of con- cealing the final diagnosis and allowing for the fact that different clinicians would derive their own rankings (most to least likely) for any given patient. Deriving a differen- tial provides an excellent opportunity to synthesize all of the historical and physical data presented. It provides an opportunity to integrate various body systems and pool knowledge from various branches of medicine.

Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download  Laboratory data are presented if they are pertinent; extraneous infor- mation was limited so as to maintain focus. Based on these data, a final diagnosis is then offered. An explanation of each differential is offered with pertinent positives and negatives. Making the final diagnosis is not the essential focus of this text—rather, it is the thought process that is used in determining the diagnosis that is most important. Finally, the case is completed with a refresher course on the basic science that one should know when dealing with such a patient and a USMLE-style vignette with an annotated answer. As with the USMLE itself, the patient in these cases simply serves as a springboard to access far-reaching basic science topics.The transition from the basic science years to the clinical years is often marked by passing the United States Medical Licensing Exam (USMLE) Step 1 as administered by the National Board of Medical Examiners (NBME). In most medical school curricula, the basic science years consist of first learning “the normal state” followed by “what can go wrong.” Diseases are first identified by name and subse- quently expanded with information on signs, symptoms, histologic changes, diagnostic tests, and treatment methods. Despite the recent push toward problem-based learning and integration of principles, this approach still exists in many schools and curricula over the course of the first 2 years. During the clinical years, the approach to learn- ing and teaching is quite different—essentially, students are provided with myriad facts and data about a patient and from that data are to make a conclusion about the patient’s disease. Over the past few years, the NBME has utilized this latter approach in testing student knowledge of basic sciences. Each question administered by the NBME via its Computer Based Testing (CBT) is framed as a clinical case; however, the information needed to answer the clinical question is basic science in nature. Furthermore, the NBME has really blurred the line when it comes to questions for the Step 1 Examination and those geared toward the Step 2 Examination

Step-Up To The Bedside SECOND EDITION A case based review for the USMLE Ebook PDF download