Designed to compliment the 7th edition of the Mosby’s Guide to Physical Examination textbook, this dynamic online course comprises over 8000 stand-alone electronic assets – including video clips, animations, interactive exercises, case studies, and review questions. Self-paced learning modules and capstone cases for each body system provide a structured tutorial for learning how to conduct focused physical exams.
Tutorial modules walk you through an anatomy and physiology review, subjective data, objective data, documentation, and abnormal findings for each system.
15 NEW case studies walk you through taking a history, conducting a physical exam, and determining the likely diagnoses for each case.
Comprehensive capstone case studies for each system give you the opportunity to apply your knowledge of exam techniques and findings in real-world scenarios.
An audio glossary features recorded pronunciations, making it easy to master key terms for physical examinations.
An English-to-Spanish audio glossary features recorded pronunciations, making it easy to master key terms for physical examinations, and offering a resource for communicating with Spanish-speaking patients.
Three-dimensional anatomic illustrations and animations of physiologic processes in motion bring important anatomic and physiologic processes to life.
Adult and pediatric video clips demonstrate how to conduct exams on patients of various ages, ethnicities, and genders.
Audio clips of recorded heart, lung, and abdominal sounds provide an opportunity to hear and review real expected audio findings.
Dynamic interactive activities help reinforce key learning points for assessment techniques, terms, and findings.
A Lab and Diagnostic Tests Reference allows for one-stop referral of lab and diagnostic tests commonly performed as part of the physical exam.
PDA-Downloadable Step-By-Step Exams Checklists provide portable, quick reference to the main points of each system exam.
By Henry M. Seidel, MD, Professor Emeritus of Pediatrics, The Johns Hopkins University School of Medicine, Baltimore, MD; Jane W. Ball, RN, DrPH, CPNP, NAP, Executive Director, National Resource Center, Children's National Medical Center, Washington, DC; Joyce E. Dains, DrPH, JD, RN, FNP, BC, NAP, Manager, Professional Education for Prevention and Early Detection Program, The University of Texas, MD Anderson Cancer Center, Houston, TX; John A. Flynn; Barry S Solomon and Rosalyn W Stewart
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