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 poster offers a basic level of understanding of ABGs for medical students. I have also made an ID-card-sized version which can be easily used on the ward. Students can work around the table, looking at pH, then CO2 and then HCO3- and find the answer in the correct box.
This is a narrated power point presentation on dementia, with a focus on Alzheimer's Disease. It covers: pathology, symptoms and signs, assessment, investigation, differential diagnoses and management.
I created this whilst in third year. I have always found it difficult to find a succint guide to the whole examination for the long case...so I created one! It is an easy guide to remembering what to do and why you do it....I hope it can help anyone who needs it
As part as my paediatrics attachment, I was having peripheral nervous system bed side teaching. We had spoken over the examination and I was first up to practice on 4 year old Jake. One consultant and 3 other medical students looked on as I worked my way through the examination.
My general inspection and impression of the child got approving nods from my colleagues. Phew! Next up was actual exam “two people can’t resist…” I recalled in my head.
First up, tone. I assessed this correctly and nothing had gone majorly wrong yet. Relief. Power was next.
“ok, so put out your arms up like this and resist me…ok, no, not like that..erm..oh god…I don’t know how to explain it”.
My colleagues looked on.
The consultant chipped in “tell him to touch his shoulders”.
It did the trick and I was able to get through the rest of the examination without too many hiccups.
When we had finished, in classic med school fashion I had to reflect on what had just happened and then say something I did good and something I could have done better.
My good thing was “I got through it..I mean I remembered everything”. My bad thing was “I wasn’t good at explaining power to him”.
My feedback wasn’t the same as my bad thing though. My feedback was “be more confident. You did everything correctly and didn't forget anything. I think it’s a girl thing. You doubt yourselves more than the boys”.
Next up was a male medical student’s turn. He did the examination just fine but there were things that I could pick out that he could have done better and being totally objective my examination was better. But there was a major difference. His confidence.
He seemed like he knew what he was doing and when he went wrong or missed something out, he just added it to the end of his examination. If I were his examiner, I would have found it difficult to fault him.
He appeared confident and as a patient that inspires confidence and a happy patient makes for a happy examiner and good marks.
After the session, I got to thinking: am I really incompetent or am I just underestimating my own ability which is making me lack confidence?
The fact that a paediatric consultant and all my colleagues told me that my examination was fine, good even, answers the first part. I am not incompetent. So I must be underestimating my own ability. And if I am, is that something that is unique to me? Or are other medical students doing that too? And more interestingly to me, is this something that the female medical students are doing more than their male colleagues?
Your spinal column or ‘backbone’ is made up of 24 vertebrae: seven in your neck (cervical spine), 12 in your midback (thoracic spine) and 5 in your lower back (lumbar spine). Your spinal cord, made up of billions of nerves, lies inside your spinal column, protected on all sides by bone. Your spinal cordís nerves branch out through openings between your vertebrae and connect to your internal organs, muscles, joints, ligaments, tendons and other body parts. This connection is vital for your well-being.
The vertebral subluxation complex, an often painless spinal distortion, can irritate or damage your spinal nerves, interfere with your brain-body connection and affect your spine, nerves, discs, muscles, organs and overall health. Doctors of chiropractic specialize in the detection and correction of the vertebral subluxation complex – restoring the lines of communication within your body and improving your overall body function, healing potential and well-being.