Welcome to the on-line version of Problem-Based Learning for Pathophysiology!  On this site, you will find a complete guide to the following:

On this page:

• How to approach a case
• Questions to ask
• Physical examinations
• Tests to order
• Formulating a differential diagnosis
•  Learning issues
• How to approach learning issues
• Best sources for researching the learning issues
•  Using WebCT
• Why use WebCT?
  
• Logging on to WebCT
• Posting discussions of learning issues
• Netiquette

• Sample case
• Reference Page
• Links to pages to help with your research
• Collection of Interesting Sites
• Interesting links that may help you with your research, or just entertain you!
  

• Obtaining a Medical History: The first thing we want to do as we approach a case is to find out more about the problem.  This entails gathering a medical history.  We want more information about the problem, including:
• Where, when, and how did it begin?
•  Has this happened before?
• Were there any associated symptoms?
In addition to learning about the problem, we also need to learn more about the past medical history of the patient:
• Does the patient have a history of any significant illnesses?
• Prior surgeries?
• All medications currently taken, including over-the-counter medications
• History of infectious diseases
The patient will usually report symptoms that he or she finds pertinent to the problem.  However, there are many signs and symptoms that will correspond to a particular disease process that the patient might not recognize, and therefore might not report.  So, to glean this information, we will need to perform a review of systems, in which we ask if the patient is experiencing a variety of symptoms in each of the eleven organ systems of the body.  Examples of questions might include:
• Have you been experiencing headaches, dizziness, or blurred vision?
• Have you felt like your heart has been beating strangely?
• Have you had any abdominal pain lately?
Click here for a link to a page that discusses everything involved in taking a medical history.

• Performing a (virtual) Physical Exam: Up to this point, we have gleaned much quality subjective information, that is, information from the patient.  But to further evaluate the case, we need some objective information obtained through a physical examination.  Since our patient is not in the classroom, ready to undergo an exam, the student, in lieu of actually performing the exam, will ask questions regarding physical findings.  Click here for a link to a page that describes all facets of a good physical examination.

• Tests to Order: To complete the picture and best ascertain the problem for our patient, it is often necessary to order diagnostic medical tests.  The tests to order will be specific to the problem presented.  They may include:
• Radiography: chest and bone x-rays, CT scans, MRI scans, nuclear medicine studies (i.e., barium enemas, bone scans)
         Chest radiograph showing a huge aortic aneurysm.                                       MRI showing a Ewing's sarcoma.
• Cardiology tests: ECGs, echocardiographs, cardiac catheterization.
          Cardiac catheterization showing a blockage in the circumflex artery.
 
• Blood tests: electrolytes, blood cells, drug and toxin levels, etc.


 For a link to a site that lists and describes diagnostic tests ordered by system, click here.

 


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• How to approach learning issues: When dealing with learning issues, these are some helpful hints that will make the task less daunting:
• Break a learning issue down into its component parts.  For example: "Effect of the neurotransmitters of the sympathetic nervous system on the coronary circulation" could be broken down into:
• Definition of coronary circulation
• Anatomy of the coronary circulation
• Definition of the sympathetic nervous system
• Neurotransmitters of the sympathetic nervous system
• Their effects on the coronary circulation
Each of these components require anywhere from one or two sentences to one or two words to answer.  In breaking it down, you have now provided a very complete answer with a minimum of effort.
• Pictures speak a thousand words -- often what you could describe in 10 pages, you could say with an appropriate picture or chart.
• Stick to the relevant facts: While tangential information may be interesting, it soaks up valuable time.  Rather than incorporate this type of information into the discussion of learning issues, read about it on your own, and perhaps get ideas for an extra credit assignment!
• Best resources for your research: Below are some helpful sources and links for research of learning issues.
• Your textbook: This is a very good starting point to get basic information on the anatomy and physiology surrounding the case.
• The United States National Library of Medicine
• The Merck Manual of Medical Information
• Click here for a complete list of references.




 

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• Why use WebCT?  After the cases have been presented in class, they will be posted on WebCT so that you may go back and reference them.  It also provides fora for discussions, email, and chat rooms, so that you may easily communicate with me and your classmates.
  
• Logging on to WebCT: The first thing you will want to do is log on to the SFCC web site (http://www.sfcc.edu/).  Next click on the column on the right which says, "Open Campus."  When the Open Campus site opens up, click, "Log in."  At this point, you will be asked for your user name and password.  If you do not have one, this page will give you instructions for creating one.  Once you have logged on, you will be at your WebCT homepage.  From here, click on the link to HSC2555, and you will be there!
• Posting discussions on learning issues: Simply follow the 'discussions' link, create a thread, and post your thought or question.  If you have a personal question, it is recommended that you use class mail, but if it is a general question that applies to the course or the case, please post it on the discussion boards.
  
• Netiquette: Click here for a link to the commonly accepted rules of netiquette.

Still have questions?  Feel free to email me at:  [email protected].

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Web site authored by Dr. Erin C. Amerman, Santa Fe Community College