Isabel Stabile – författare

This concise yet immensely practical handbook provides the busy clinician with a self-contained account of the diagnosis and management of ectopic pregnancy. Such pregnancies, which develop outside the normal confines of the uterine cavity, are a relatively common occurence and there is some evidence their prevalence is increasing. There is therefore a need for a practical and focused account which assesses and evaluates the important clinical issues. The emphasis throughout is to clearly summarise and provide rapid solutions to the most difficult problems posed by ectopic pregnancy. The text is fully supported by numerous and helpful ultrasound images, line diagrams illustrating surgical techniques, and by highlighted summaries of key facts and decision trees.

The aim of this book is to provide a straightforward summary of the knowledge required for examinations in specialist Obstetrics and Gynaecology. Part Two of the examination for Membership of the Royal College of Obstetricians and Gynaecologists would be a good example. The volume is intended as a·companion to the highly successfulBasicSciencesforObstetricsandGynaecology which covers the knowledge required for preliminary examinations. Increasingly, examinations ofall types are based on multiple choice questions (MCQ) or structured answer questions (SAQ). No apology is made for the fact that the present book addresses the sort of "fact" which lends itself to testing by this approach. Thus, there is little discussion of speculative or contentious areas, no account of present or future research, and no references. Numerous excellent books are available which cover these topics in a much fuller and more discursive manner, and the present volume does not seek to emulate them. Even the most apparently immutable facts are subject to periodic revision. We have attempted to present the "state-of-the-art": most of the material is generally if not universally accepted. A particular problem arises with numerical information. Frequencies of diseases, frequency of clinical findings, efficiency of diagnostic tests and therapies, have almost always been the subject ofnumerous different studies, each of which yields somewhat different results.

Sixteen British specialists pool their extensive knowledge of spontaneous abortion in one source. Their discussion is directly applicable to clinical situations and helps identify areas of debate and alternative methods.

Sixteen British specialists pool their extensive knowledge of spontaneous abortion in one source. Their discussion is directly applicable to clinical situations and helps identify areas of debate and alternative methods.

The aim of this book is to provide a straightforward summary of the knowl­ edge required for examinations in specialist Obstetrics and Gynaecology. Part Two of the examination for Membership of the Royal College of Ob­ stetricians and Gynaecologists would be a good example. The volume is intended as a companion to the highly successful Basic Sciences for Ob­ stetrics and Gynaecology which covers the knowledge required for pre­ liminary examinations. Increasingly, examinations of all types are based on multiple choice ques­ tions (MCQ) or structured answer questions (SAQ). No apology is made for the fact that the present book addresses the sort of "fact" which lends itself to testing by this approach. Thus, there is little discussion of specula­ tive or contentious areas, no account of present or future research, and no references. Numerous excellent books are available which cover these top­ ics in a much fuller and more discursive manner, and the present volume does not seek to emulate them.

The aim of this book is to provide a straightforward summary of the knowledge required for examinations in specialist Obstetrics and Gynaecology. Part Two of the examination for Membership of the Royal College of Obstetricians and Gynaecologists would be a good example. The volume is intended as a·companion to the highly successfulBasicSciencesforObstetricsandGynaecology which covers the knowledge required for preliminary examinations. Increasingly, examinations ofall types are based on multiple choice questions (MCQ) or structured answer questions (SAQ). No apology is made for the fact that the present book addresses the sort of "fact" which lends itself to testing by this approach. Thus, there is little discussion of speculative or contentious areas, no account of present or future research, and no references. Numerous excellent books are available which cover these topics in a much fuller and more discursive manner, and the present volume does not seek to emulate them. Even the most apparently immutable facts are subject to periodic revision. We have attempted to present the "state-of-the-art": most of the material is generally if not universally accepted. A particular problem arises with numerical information. Frequencies of diseases, frequency of clinical findings, efficiency of diagnostic tests and therapies, have almost always been the subject ofnumerous different studies, each of which yields somewhat different results.

Anatomy is intrinsically a three-dimensional and visual discipline. Anatomical education is therefore primarily delivered using physical and digital three-dimensional visual approaches to support student understanding of anatomy, including human body donor specimens and technology-enhanced learning resources. The Trans-European Pedagogic Anatomy Research Group (TEPARG) was founded in 2003 to promote scholarly, research-informed, and evidence-based approaches to the design and implementation of anatomical education. TEPARG brings together enthusiastic anatomy teachers and pedagogic researchers from across Europe and beyond to share good practice and create new projects in support of anatomical education.The work presented in this volume demonstrates careful consideration by the authors of several key areas within the current complex landscape of international anatomical education. This volume is presented in two subthemes, with the first section concerning broad considerations of modern anatomy curricula in England, Scotland, Wales, and Austria, and the second section involving discussion of pedagogic innovations for the delivery of anatomical education to learners and to the wider public in Italy, Spain, Australia, and the United Kingdom.The work presented in this volume will have implications for anatomical educators and pedagogic researchers in the anatomical sciences who are seeking to develop their own anatomy curricula, and to implement effective, evidence-based, and research informed visualization strategies and innovations into their teaching.

Anatomy is intrinsically a three-dimensional and visual discipline. Anatomical education is therefore primarily delivered using physical and digital three-dimensional visual approaches to support student understanding of anatomy, including human body donor specimens and technology-enhanced learning resources. The Trans-European Pedagogic Anatomy Research Group (TEPARG) was founded in 2003 to promote scholarly, research-informed, and evidence-based approaches to the design and implementation of anatomical education. TEPARG brings together enthusiastic anatomy teachers and pedagogic researchers from across Europe and beyond to share good practice and create new projects in support of anatomical education.The work presented in this volume demonstrates careful consideration by the authors of several key areas within the current complex landscape of international anatomical education. This volume is presented in two subthemes, with the first section concerning broad considerations of modern anatomy curricula in England, Scotland, Wales, and Austria, and the second section involving discussion of pedagogic innovations for the delivery of anatomical education to learners and to the wider public in Italy, Spain, Australia, and the United Kingdom.The work presented in this volume will have implications for anatomical educators and pedagogic researchers in the anatomical sciences who are seeking to develop their own anatomy curricula, and to implement effective, evidence-based, and research informed visualization strategies and innovations into their teaching.

Anatomy is intrinsically a three-dimensional and visual discipline. Anatomical education is therefore primarily delivered using physical and digital three-dimensional visual approaches to support student understanding of anatomy, including human body donor specimens and technology-enhanced learning resources. The Trans-European Pedagogic Anatomy Research Group (TEPARG) was founded in 2003 to promote scholarly, research-informed, and evidence-based approaches to the design and implementation of anatomical education. TEPARG brings together enthusiastic anatomy teachers and pedagogic researchers from across Europe and beyond to share good practice and create new projects in support of anatomical education.The work presented in this volume demonstrates careful consideration by the authors of several key areas within the current complex landscape of international anatomical education. This volume is presented in two subthemes, with the first section concerning broad considerations of modern anatomy curricula in England, Scotland, Wales, and Austria, and the second section involving discussion of pedagogic innovations for the delivery of anatomical education to learners and to the wider public in Italy, Spain, Australia, and the United Kingdom.The work presented in this volume will have implications for anatomical educators and pedagogic researchers in the anatomical sciences who are seeking to develop their own anatomy curricula, and to implement effective, evidence-based, and research informed visualization strategies and innovations into their teaching.

The aim of this book is to provide a straightforward summary of the knowledge required for examinations in specialist Obstetrics and Gynaecology. Part Two of the examination for Membership of the Royal College of Obstetricians and Gynaecologists would be a good example. The volume is intended as a companion to the highly successful Basic Sciences for Obstetrics and Gynaecology which covers the knowledge required for preliminary examinations. Increasingly, examinations of all types are based on multiple choice questions (MCQ) or structured answer questions (SAQ). No apology is made for the fact that the present book addresses the sort of "fact" which lends itself to testing by this approach. Thus, there is little discussion of speculative or contentious areas, no account of present or future research, and no references. Numerous excellent books are available which cover these topics in a much fuller and more discursive manner, and the present volume does not seek to emulate them. Even the most apparently immutable facts are subject to periodic revision. We have attempted to present the "state-of-the-a.rt": most of the material is generally if not universally accepted. A particular problem arises with numerical information. Frequencies of diseases, frequency of clinical findings, efficiency of diagnostic tests and therapies, have almost always been the subject of numerous different studies, each of which yields somewhat different results.