Oxford Handbook of Clinical Medicine 9th edition pdf

Oxford Handbook of Clinical Medicine 9th edition PDF free Direct Download

Oxford handbooks have much demand in medical education. Today in this post you can download the free Oxford Handbook of Clinical Medicine 9th edition PDF with direct download link of google drive. Clinical medicine is a field of medicine that deals primarily with the practice and study of medicine based on direct examination of the patient. Now in its ninth edition, the Oxford Handbook of Clinical Medicine is the ultimate guide to medicine. End of 25 years of experience in the bedside and community, this resource is full of practical advice, wisdom and insight. It clearly presents clinical information which makes it easier to review, remember and implement on the ward.

It provides reliable advice on what to do, and when and how to do it, with clinical pictures and diagrams that revive the theory. Uniquely, it creates history, literature, art and philosophy in its medical survey, sheds new light on features and encourages readers to look beyond the practical aspects of medicine and the patient-oriented approach to care. Take a look. With a more sophisticated design and more than 600 colour images and illustrations, the title has been redesigned with fully organized flow charts and new illustrations to better reflect real bedding exercises and make them easier to use. ۔ Each chapter is designed under the supervision of experts in each field to ensure accuracy and has been updated to reflect relevant guidelines from the NHS, NASS, Resuscitation Council and other key professional bodies.

 

Description:

Book Name Oxford Handbook of Clinical Medicine
Author of Book

Murray Longmore, Ian B. Wilkinson,  Andrew Baldwin,  Elizabeth Wallin,

Edition 9th
Language English
Format PDF
Price PDF free

 

Preface:

As medicine becomes more and more specialized, and goes further and further beyond general physicians, becoming increasingly sub-specialists, it can be difficult to know where we are according to the general scheme of things. What does a public health practitioner have to do with a neurosurgeon? Why does a dermatologist need initial training like a gastroenterologist? What does a knowledgeable nephrologist do like a normal practitioner? To answer these questions we need to go back to the definition of a therapist. The word physician comes from Greek physics, or natural science, and Latin physics, or one who studies nature. Therefore, a physician is one who has studied nature and the natural sciences, although the meaning of the word has been adapted for one who has studied healing and medicine. We can also think of the word medicine, actually from the Latin stemmed, to think or consider. A medical person, or Medico, is actually a person who knows the best way to treat a disease, has spent time thinking or considering the problem before them.
As physicians, we specialize in more diverse situations than ever before, from complex scientific mechanisms, from external interests to education to education, from public health and government policy to administrative positions. At its heart, we must remember that all physicians enter medicine with a common goal, to understand the human body, what is wrong with it, and how to treat this disease. We all study the natural sciences, and there must be good evidence for what we do, without evidence, and for knowledge, how will we think about the patient and the problem he brings to us? Yes, and therefore understand the best practice. It is not always a medicine or an operation. We must work together and treat the whole patient, not just the problem they present. That’s why we need psychologists as much as cardiothoracic surgeons, public health therapists as well as intensive care therapists. For each problem, and for each patient, the best and most appropriate course of action will be different. It is no longer possible to be a real general practitioner, there is so much to learn, so much detail, so many treatments and options. Instead, try to be the best medicine you can, knowing enough to understand the best practice, whether it be reassuring, treating, referring or palette.


In this 9th edition, we are drawn to the minds of an academic clinical pharmacologist, a general practitioner, a nephrologist, and a GP registrar. The four therapists, each with their own interests and perspectives, and yet each brings their own knowledge and expertise, which together with our expert readers, we hope to create a book that Is greater than the sum of the parts of

 

 

Topics of this Edition:

1 Thinking about medicine
2 History and examination
3 Cardiovascular medicine
4 Chest medicine
5 Endocrinology
6 Gastroenterology
7 Renal medicine
8 Haematology
9 Infectious diseases
10 Neurology
11 Oncology and palliative care
12 Rheumatology
13 Surgery
14 Epidemiology
15 Clinical chemistry
16 Eponymous syndromes
17 Radiology
18 Reference intervals, etc.
19 Practical procedures
20 Emergencies

 

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Something More:

Decision and intervention are the essences of action: reflection and speculation are the essence of thought: the essence of medicine is connecting them to the service of others. We give up our ideas to encourage thought and action: like the stars, ideas are hard to reach, but they work at night for navigation. We choose Orion as our symbol for this ship because he had a miraculous vision (a gift from his immortal lover, EOS, which helps him hunt down all dangerous things. And as its constellation is visible in the north and north of the southern hemisphere (because it is at the equator), it connects our readers everywhere.

The great beauty of clinical medicine is that we are all equal to our patients and their careers, whether we are students or professors, as this story shows: a man cut off his hand and went to his neighbour for help. Passed The neighbour was a doctor, but it was not the doctor but his 3-year-old daughter who opened the door. Seeing that he was wounded and bleeding, she took him inside, pressed her handkerchief to his wound, and sat him on the best chair, raising his feet. He slapped her on the head and patted her hand, telling her about his full owners, and then about his frogs, and, after a while, telling him about his father – When he finally showed up. He quickly made the neighbour sick and then turned the bleeding into a bio-hazard, and then sent him to A&E for suturing. (Neighbor had no idea what it was.) He waited 3 hours at A&E, got 2 dextrose stitches, and an interview with a medical student who suggested a tetanus vaccination.

He returned to the doctor at the front door a few days later, praising his young career, but neither the doctor (who made him a patient), nor the hospital (who made him an item on the conveyor belt), nor The only student who turned it into a question mark (does a 50-year-old need a booster at the time of injury with a full series of tetanus vaccines) Took care of and gave him time and dignity. Ask for care as much as you would like: Indicate that it can cause harm. That it was not based on evidence and that the hospital was just a success. But remember that the story shows, as TS Elliott said, that at best, knowledge gained from experience has only a limited value, for example, the knowledge contained in this book. The child had a natural understanding and natural empathy that we all easily lose between science, knowledge, and organized stainless steel health care.

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