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Anatomy of the Eye

This tutorial is an overview of the general anatomy of the eye. It covers the most important elements of the eyeball. For more entirely FREE tutorials and th...  
YouTube
over 5 years ago
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Pharmacokinetics 1 - Introduction

http://www.handwrittentutorials.com - This tutorial is the first in the Pharmacokinetics series. It introduces the the four elements (ADME) of pharmacokineti...  
YouTube
over 5 years ago
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Table of Contents - Online Textbook of Bacteriology

Todar's Online Textbook of Bacteriology chapters on bacteriology, microbes in the environment, cycles of elements, bacterial structure, bacterial nutrition, bacterial growth, bacterial metabolism, bacteria and archaea, normal flora, bacterial pathogens, bacterial toxins, endotoxin, antibiotics, antibiotic resistance, staphylococci and MRSA, streptococcus, pneumonia, anthrax, E. coli, cholera, Salmonella, Pseudomonas, Shigella, gonorrhea, meningococcal meningitis, botulism and tetanus hib meningitis, Listeria, whooping cough, B. cereus food poisoning, tuberculosis, diphtheria, Rocky Mountain spotted fever, Lyme disease, Vibrio vulnificus, Bacillus, lactic acid bacteria.  
textbookofbacteriology.net
over 5 years ago
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Prescribing Oxygen. Learn about Prescribing Oxygen | Patient

The method of prescribing home oxygen as in February 2006. Details about Prescribing oxygen available in the EMIS home oxygen order forms (HOOF).  
Patient.co.uk
almost 5 years ago
Www.bmj
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Anteroposterior radiograph of a barium examination of the stomach

Register for a free trial to thebmj.com to receive unlimited access to all content on thebmj.com for 14 days. Sign up for a free trial  
bmj.com
almost 5 years ago
Foo20151013 2023 38zku8?1444774057
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The BioPsychoSocial Model of Disease comes to life

The biopsychosocial model of disease existed in my notes... an excuse to get out the colouring crayons and draw a diagram, but ultimately another collection of facts that needed to be digested then regurgitated in the summer exams, something to be fitted in around learning about the important stuff - the science. But the biopsychosocial model has come alive for me recently, now I realise what an impact the later two components, psychological and social, can have on patients. As a former medical student and now full time patient, the model really means something to me now. In the 1977 paper in Science, George Engel introduced the biopsychosocial model: "The dominant model of disease today is biomedical, and it leaves no room within it's framework for the social, psychological and behavioural dimensions of illness. A biopsychosocial model is proposed that provides a blueprint for research, a framework for teaching and a design for action in the real world of health care." Following some conversations on Twitter recently and from my own experience at medical school and now as a patient, I wanted to explore my thoughts on this model. Twitter, in the wonderful way it does, recently introduced me to the Disabled Medic blog, which among many other great posts, has also explored the biopsychosocial model, and I would recommend a read. The biopsychosocial model shows the influence that emotions and social circumstances have on physical health, which is important. But while conversations about the model focus on the way it can be used by healthcare professionals (very important!), it needs emphasising that the model can provide a framework for patients to look at/after themselves. The model highlights the psychological and social causes of disease, but more optimistically, it can show that there are a range of treatments for disease, from the medical to the social and psychological. A diagnosis of a long-term health conditions is often simultaneous with loss of control. There are limitations to the success of medications, treatments and surgeries. And in receiving these, we are relatively passive as patients, no matter how engaged we are. The biopsychosocial model looks at our biological, psychological and social needs, and how these factors influence our overall health. Establishing that these factors affect our health is only the first step. As patients, when psychological and social factors are brought in to the equation, it becomes clear that we ourselves have some power to help ourselves. By framing our health in this more holistic way, as patients we are not as powerless as suggested by the medical model. Through self-management we can make positive changes to our own psychological and social situations, which can in turn benefit our physical biological health. To return to the traditional ground of the model - healthcare professionals.... One strength of the model is that it places psychology side beside its (generally considered) more superior counter-part, biology. I hope that by seeing the biopsychosocial model in action, physicians can appreciate the detrimental psychological impact of a diagnosis, and the assumption of "it is all in the mind" can fall by the way side. By integrating all three elements, the model shows that neither is independent of the others, so it can't be all in the mind, because other factors, biological or social, will be involved to some degree. For me personally, the biopsychosocial model makes me look at what a 'life' is. One of the attractions of medicine is saving lives. Without getting too deeply into philosophy or ethics, I just want to explore for a second what saving a life really means for me, as a patient. I still believe that A&E staff heroically save lives. But I have come to realise that a life is more than a swiggly line on a heart rate monitor. My counsellor has been just as heroic in saving my life, through addressing my emotions. My life is now something I can live, rather than endure. With saving lives being a key (and honourable) motivation among medical staff, it is important that we can allow them to save lives as often as possible, and in many different ways. It may not always be through emergency treatment in resuscitation, but if we embrace the biopsychosical model, they can save lives in many more ways. When there is a limit to the effectiveness of the biological approaches to an ill person, and they can't be returned to the land of the healthy, medical science becomes unstuck. Within the biopsychosocial model, the issue of doctors not being able to do anything is slightly less. As I mentioned in my post about making the transition from medical student to patient, I went to medical school because I wanted to make people better. But I was only being taught one way to make people better - drugs and surgery. If we really embraces the biopsychosocial model, doctors could make a difference, even if their standard tools of drugs aren't available because they could turn to psychological and social support. This isn't to say that all clinicians have to be counsellors or social workers - far from it. But an awareness and appreciation of their contribution to the management of a patient is important, as well as an understanding of the basic principles and skills such as motivational interviewing. In 2013, I don't think I can talk about social in this context without mentioning social media. It was not was Engel originally meant in 1977, but social media has become a vital social tool for patients to manage their health. Ignoring anxieties and postural problems associated with sitting at a screen seeing everyone else's photo-shopped lives, it is undeniable that social media is a big and good resource that can empower patients to take responsibility and manage their own health. To see the best examples in action, take a look at Michael Seres and his blog, Being a Patient Isn't Easy to see a whole new meaning to the social in biopsychosocial! I am still very grateful for the biological expertise of my medical team. Don't get me wrong - it's a good place to start and I wouldn't be here writing this post today if it wasn't for the biological support. But with chronic illness, when you are past the dramatic relapses, the biological isn't enough.... The biology has allowed me to live, but its the psychological and social support I have received that has allowed me to live. Anya de Iongh @anyadei www.thepatientpatient2011.blogspot.co.uk  
Anya de Iongh
over 6 years ago
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Early Iron Deficiency Damage May Be Eased By Ritalin

Ritalin may help improve brain function in adolescent rats that were iron deficient during infancy, according to a team of Penn State neuroscientists.  
medicalnewstoday.com
almost 5 years ago
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Briefs: Migraine management meets magnesium

Migraines are a common sight during any shift in the ED. I have written about them before, and the benefits of antiemetics and depakote are reasonably well documented. A treatment for refractory headaches that seems to be gaining favor recently is IV magnesium. You may be familiar with Mag and its use in asthma exacerbation, or (gasp) preeclampsia – but emerging evidence suggests that magnesium may help with migraines as well.  
pemcincinnati.com
almost 5 years ago
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Podcast #11: All Seizures Stop…Eventually (Magnesium and Eclampsia)

A healthy 23 year old woman presents 37 weeks pregnant seizing. She has no history of seizures, drugs, trauma, illness, etc.  You are addressing the A, B, Cs and the nurses asks “what med do you want to stop the seizure”?  
thesgem.com
almost 5 years ago
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Gold Mine Of Black Heads On Nose

Here is a Gold mine of black heads, rare and very big black heads on nose, known as solar comedones, being extracted out of nose by me with the help of comed...  
youtube.com
over 4 years ago
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Flattering 5 “Diy” Hair Styles With A Perfect Flat Iron

Get a frizz-free and lustrous straight tresses, by just opting a right flat iron for yourself. Although there is plenty of hair iron available in markets and on the internet, but girls often get baffled that which one is just right for their strands. So, if you too planning to buy the same to make your tresses flaunt, then you are on the right page. When it comes to buying a straightener for yourself, ceramic plate flat iron is on top of the list. It’s a versatile equipment which makes you emerge as if you just came out of the salon with an ideal look. Well, now that you bought a branded flat iron, you must be aware of the exact features and benefits of it.  
googleblog.kinja.com
over 4 years ago
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Find Stats on Chronic Diseases of Aging and Medical Innovation at Newly Designed Silver Book® Site - Press Release Rocket

The Silver Book® site includes data on cancer, diabetes, heart disease, vision loss, and other diseases and conditions. It also has stats on the impact of an aging population and the value of medical innovation and research.  
pressreleaserocket.net
over 4 years ago
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Usain Bolt secures 11th World Championships gold with relay win

Usain Bolt wins his 11th World Championship title with gold in the 4x100m relay in Beijing, but Great Britain fail to finish.  
bbc.co.uk
over 4 years ago
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Barium enema in a Hirschsprung's disease

Prepare for USMLE,UK,CANADIAN,AUSTRALIAN, NURSING & OTHER MEDICAL BOARD examinations around the globe with us.Understand the basics, concepts and how to answ...  
youtube.com
over 4 years ago
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Preventing recurrent hypomagnesaemia: oral magnesium glycerophosphate | Key-points-from-the-evidence | Advice | NICE

Magnesium glycerophosphate is a magnesium salt that is available as a tablet, capsule, liquid solution or liquid suspension for oral use.  
nice.org.uk
about 4 years ago
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Obesity prevention | Guidance and guidelines | NICE

The Centre for Public Health is updating some elements of the public health recommendations in the NICE guideline (CG43) on obesity.  
nice.org.uk
about 4 years ago
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index.html

     Activities Index Chapter Activity Names 1 Levels of Biological Organization Dorsal and Ventral Cavities Body Planes Anatomical Terminology:Orientation and Directional Terms 2 The Structure of Atoms Common Elements in Living Organisms Electron Arrangement Ionic Bonds Covalent Bonds Characteristics of Acids, Bases, and Salts 3 Parts of the Cell: Structure Structure of the Plasma Membrane Membrane Transport Selective Permeability Passive Transport Identifying Connective Tissue 4 Structure of the Skin 5 Microscopic Structure of Compact Bone Common Types of Fractures Facial Bones Typical Vertebra Classification of Bones Types of Synovial Joints 6 Connective Tissue Wrappings of Skeletal Muscle Microscopic Anatomy of Skeletal Fiber Organizational Level of Skeletal Muscles Graded Muscle Responses Muscles of the Body Posterior Surface Musclulature 7 Glial Cells and Their Functions Classification of Neurons The Human Brain: Sagittal Section Parts of the Brain Meninges of the Brain Anatomy of the Spinal Cord Cranial Nerves Structure of a Nerve Descriptions of Cranial Nerves Distribution of Spinal Nerves 8 Internal Structures of the Eye Optics of the Eye Internal Structures of the Ear 9 Hormones and Their Target Cells Ionic Calcium Levels in Blood Regulation of Blood Sugar Levels by Insulin and Glycogen 10 Formed Elements 11 External Anatomy of the Heart Frontal Section of the Heart Intrinsic Conduction System of the Heart Arterial Circulation Veins of the Systemic Circulation 12 Lymphatic Collecting Vessels and Regional Lymph Nodes Events in Allergic Reactions 13 Anatomy of the Upper Respiratory Tract Gas Transport 14 Digestive System Basic Structure of the Alimentary Wall Gastrointestinal Tract Activities Overview of Cellular Respiration 15 Anatomy and Function of the Nephron Nephron Activity Early Filtrate Processing 16 Male Reproductive Anatomy: Sagittal View The Female Menstrual Cycle  
media.pearsoncmg.com
about 4 years ago
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Johann Friedrich Herbart - Biographies of geniuses

Herbart was born at Oldenburg. He was the only child of  the state councilor. Growing up as a fragile child because of an unfortunate accident, connected with falling into a vessel of very hot water,  Herbart was taught by his mother at home until the age of 12. His mother a gifted and strong-willed woman ,  had a tremendous influence in his upbringing by transmitting her mental power  to her son.  From 1788 to 1794  Herbart was a pupil in the Gymnasium at Oldenburg. Then he attended the University of Jena (1794-1799), where studying under Fichte and met Friedrich von Schiller.  During his studying he was influenced by Leibniz, Kant, and Fichte.Herbart worked as a tutor to the governor's three sons at Interlaken in Switzerland, from 1797 to 1800, during which period he made the acquaintance of Pestalozzi. Becoming a licentiate of the University of Göttingen in 1802, he was appointed extraordinary professor there in 1805. In the same year he gave his first philosophical lectures. Herbart taught philosophy and pedagogy at Göttingen (1805-1809). There he began to seek a sound philosophical base upon which to rest his educational theories.At the close of 1808 he became Kant’s successor as professor at Königsberg and from 1809 to 1833 held the chair of philosophy at Königsberg. Later dissatisfied with the way things were progressing in Prussia, Herbart returned to Göttingen in 1833. Не remained there as professor of philosophy till his death. He died on Aug. 11, 1841 and was buried in Albanifriedhof Cemetery in Göttingen.Zest: Herbart was very much focused on his studies and in spite of this, in 1811 he married an eighteen year old Mary Jane Drake, daughter of an English merchant. They lived a happy life with Mary supporting all of her husband’s pursuits and contributions to the fields of pedagogy and psychology.He developed theory of education—known as Herbartianism. It had a profound influence on late 19th-century teaching practices, especially in the United States, where educators established the National Herbart Society in 1895.In Germany, Leipzig and Jena became centers for Herbartianism.Herbart's method of instruction has been identified by his students as involving the 'Five Formal Steps of the Recitation', which includes preparation, presentation, association, generalization, and application.Herbart gave psychology the beginning of a theory of inhibition, or interference in learning, which was to reappear in many guises and in theories in times to come extending from Pavlov's 'conditioned reflex' to Freud's 'repression.'Herbart long before Freud introduced the concept of 'unconscious'. He believed ideas crossed a limen of consciousness, or a boundary between the conscious and the unconscious.Сonsciousness consists  of three areas: clarity of mind, consciousness and unconsciousness. Moreover the terms transition ideas from the unconscious into consciousness are the power of the presentation and the number of links this view with the past experience (apperception).According to Herbart the soul has no innate natural talents or inborn powers. He said that the individuality of the youth  reveals itself more and more under the teacher's efforts. He called to make teaching a more interesting and attractive field said that the teacher must represent the future man in the boy. Herbart - German philosopher, psychologist, and educator. He is considered as  one of the outstanding philosophers, the pioneer of empirical psychology and  founder of pedagogy as an academic disciplinePhilosophy. He maintained that true being consists of a plurality of simple «reals», entities which were modeled after the Leibnizian monads. He held that change was nothing but changing relationships between independent real simple elements. Herbart replaces the term 'sensation' to the term 'presentation', thus emphasizing the internal world relatively isolated from the outside world. Presentations are not passive elements in the human soul, but have their own charge and  activity.He regarded mental life as the manifestation of elementary sensory units, idea  or “presentations”  (Vorstellungen). These he conceived as mental forces rather than as mere “ideas” in Locke’s sense. The study of their interactions gave rise to a statics and dynamics of the mind, to be expressed in mathematical formulas.Psychology. Herbart sought to develop the mathematical and empirical, as well as the metaphysical, aspects of psychology. However he denied the possibility of psychological experiment.His philosophy of mind generated a kind of associationist psychology.Herbart believed that the mind was the sum total of all ideas -“presentations”,  which entered into one's conscious life. By assimilation (or apperception) new ideas could enter the mind through association with similar ideas already present. He felt they grouped themselves into what he called 'apperceptive masses', which content is the individual human experience. He emphasized the importance of both the physical and the human environment in the development of the mind. On this basis Herbart developed a theory of education as a branch of applied psychology.Education. Herbart maintained that a science of education was possible, and he furthered the idea that education should be a subject for university study.He stressed the need for moral education through experience and brought the work of teaching into the area of conscious method. According to his theory of apperception, new ideas, when properly presented to the student, become linked to existing ideas and form a system of associated ideas called the apperceptive mass.Aesthetics. Herbart  stated that the beautiful is be carefully distinguished from the allied conceptions of the useful or the pleasant, which vary with time, place and person;  whereas beauty is predicated absolutely and involuntarily by all who have attained the right standpoint.Major works : Pestalozzis Idee eines A B C der Anschauung (1802), ABC's of Observation (1804), The Moral or Ethical Revelation of the World: The Chief Aim of Education (1804), General Pedagogics 1806), Chief Points of Logic (1806), Chief Points of Metaphysics (1806), General Practical Philosophy (1808),  System of Psychology (1814), Text-book of Psychology (1816), Psychology as a Science, (1824-5), Allgemeine Metaphysik (General Metaphysics, two-volume work ) (1828-29), Outline of Pedagogical Lectures (1835). The most complete, concise and accurate information about the life and achievements of geniuses, their creative style and the secret of their success. All information on the site is given both in English and Russian. Наиболее полная, сжатая и точная информация о жизни и достижениях гениев, об интересных фактах из их биографии, их творческом стиле и секретах успеха. Вся информация на сайте дана на русском и английском языках. The most complete, concise and accurate information about the life and achievements of geniuses, their creative style and the secret of their success. All information on the site is given both in English and Russian. Geniusrevive.com, Genius Гении, Знаменитости, Ученые, Деятели, Спортсмены, Служители духа, Деятели искусства, Genius, Votaries оf Spirit, Scientists, Art workers, Celebrities, Figures, Sports Personalities.  
geniusrevive.com
about 4 years ago
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Somatotype and constitutional psychology - Wikipedia, the free encyclopedia

Somatotype is a taxonomy developed in the 1940s, by American psychologist William Herbert Sheldon, to categorise the human physique according to the relative contribution of three fundamental elements, somatotypes, named after the three germ layers of embryonic development: the endoderm, (develops into the digestive tract), the mesoderm, (becomes muscle, heart and blood vessels), and the ectoderm (forms the skin and nervous system).[1] His initial visual methodology has been discounted as subjective, but later formulaic variations of the methodology, developed by his original research assistant Barbara Heath, and later Lindsay Carter and Rob Rempel are still in academic use.[2][3][4]  
en.wikipedia.org
about 4 years ago