Oklahoma Notes – serie

This new addition to the Oklahoma Notes series is written specifically to fit with modern neuroscience courses, which integrate basic science (anatomy, biochemistry, and physiology of the nervous system) with clinical science (how diseases of the nervous system present in the clinic). Each Oklahoma Notes book presents the core information of one segment of the medical school curriculum. Written by some of the most effective medical educators in the country, and now thoroughly updated and revised, the Oklahoma Notes feature: Concise text presented in outline format for rapid review; contents oriented to promote Boards success; self-assessment questions geared to the current format of the USMLE exam; more tables and figures designed to facilitate self-assessment and review; and low-cost, complete coverage of all subjects taught in the first two years of medical school.

Since 1975, when the University of Oklahoma faculty created their review course for second-year medical students, the Oklahoma Notes have been among the most trusted and widely used reviews for the National Boards. Each Oklahoma Notes book presents the core information of one segment of the medical school curriculum. Written by some of the most effective medical educators in the country, and now thoroughly updated and revised, the Oklahoma Notes feature: Concise text presented in outline format for rapid review; contents oriented to promote Boards success; self-assessment questions geared to the current format of the USMLE exam; more tables and figures designed to facilitate self-assessment and review; and low-cost, complete coverage of all subjects taught in the first two years of medical school.

Since 1975, the Oklahoma Notes have been among the most widely used reviews for medical students preparing for Step 1 of the United States Medical Licensing Examination. Completely revised and updated, these new editions of the Notes feature: More self- assessment questions, geared to the current USMLE format; more tables and figures to promote rapid self-assessment and review; low prices; and coverage of just the information needed to ensure Boards success.

Since 1975, the Oklahoma Notes have been among the most widely used reviews for medical students preparing for Step 1 of the United States Medical Licensing Examination. Completely revised and updated, these new editions of the Notes feature: More self- assessment questions, geared to the current USMLE format; more tables and figures to promote rapid self-assessment and review; low prices; and coverage of just the information needed to ensure Boards success.

Since 1975, the Oklahoma Notes have been among the most widely used reviews for medical students preparing for Step 1 of the United States Medical Licensing Examination. OKN: Anatomy takes a unified approach to the subject, covering Embryology, Neuroanatomy, Histology, and Gross Anatomy. Like other Oklahoma Notes, Anatomy contains self-assessment questions, geared to the current USMLE format; tables and figures to promote rapid self-assessment and review; a low price; and coverage of just the information needed to ensure Boards success.

Study Skills and Test-Taking Strategies for Medical Students: Find and Use Your Personal Learning Style provides techniques that identify and apply the medical student's personal learning style to specific study skills and exam-taking strategies so that understanding, analysis, synthesis, and recall of information occur in a time-efficient manner. This volume in the Oklahoma Notes Series is written for talented medical students who were excellent scholars in undergraduate school but find themselves overwhelmed with the information explosion and time constraints of medical school.

Each Oklahoma Notes book presents the core information of one segment of the medical school curriculum. Written by some of the most effective medical educators in the U.S., and now thoroughly updated and revised, the Oklahoma Notes feature: Concise text presented in outline format for rapid review; contents oriented to promote success; self-assessment questions; and more tables and figures designed to facilitate self-assessment and review.

Since 1975, when the University of Oklahoma faculty created their review course for second-year medical students, the Oklahoma Notes have been among the most trusted and widely used reviews for the National Boards. Each Oklahoma Notes book presents the core information of one segment of the medical school curriculum. Written by some of the most effective medical educators in the country, and now thoroughly updated and revised, the Oklahoma Notes feature: Concise text presented in outline format for rapid review; contents oriented to promote Boards success; self-assessment questions geared to the current format of the USMLE exam; more tables and figures designed to facilitate self-assessment and review; and low-cost, complete coverage of all subjects taught in the first two years of medical school.

Updated, revised, and reorganized, the Second Editions in the Clinical Sciences reflect the format of the USMLE Step 2. Each volume systematically presents the core information of a single segment of the medical curriculum, from Family Medicine to Psychiatry. You will also learn time-honored tricks of the trade, as well as the latest advances in clinical medicine: new diagnostic tools, new therapeutic interventions, and new pharmacologic options.

We have arranged this review text in an order that makes clinical sense. We have assumed that the student has had considerable experience with the field of psychiatry via didactic courses, clinical rotations or both. The first chapter is an introduction to psychiatry, noting significant persons and events in the growth of the field. Chapter two focuses on general diagnostic categories and the major intervention strategies that are used in the field. Chapter three presents patient management in detail so that in the later chapters, as disorders are being pre­ sented, the student can have the management strategies clearly in mind. Chapters four through twelve review each of the major psychiatric disorders in detail and provide suggestions regarding the etiology and appropriate treatment of the disorder. Chapter thirteen focuses on the special problems of children. That is, while children can have most of the same disorders as adults, there are disor­ ders that are diagnosed in childhood that are different from those of adults. Chapter fourteen focuses on special issues in the practice of psychiatry such as sleep issues, forensic psychiatry, AIDS, etc. Chapter fifteen is devoted to psychiat­ ric emergencies in both adults and children. This is a review text and should not be substituted for more complete texts. The authors do not recommend that this book be used as a course text except in those academic offerings that are specifically directed to an overview of psychiatry.

One learns medicine, including pediatrics, by first learning a set of rules and then spending the rest of his/her productive career discovering exceptions to those rules. This book is intended to serve as a study guide for organizing the acquisition of an initial foundation of information about pediatric topics. Without an initial set of rules all new information is simply another new rule, and not an interpretive frame of reference for the deeper level of understanding that occurs with the recognition that one is dealing with a change in his previously held belief. As such, we have attempted to include what we think most would agree are com­ monly held operational "facts" of pediatrics, and have not tried to justify or sub­ stantiate the facts with references or lengthy background information as to why these facts are currently thought to be true. Our primary intent in writing this book is to provide an adequate core of pediatric information to enable one to pass the pediatric portion of the national boards. We hope it will also provide a foundation for those who wish to spend more time discovering why children are different. If this study guide fulfills whichever of these needs is yours, it will have been successful. Jane E. PuIs, M. D. A. Eugene Osburn, D. O. vii Acknowledgments No effort of this magnitude can be accomplished without a good deal of support.

The United States Congress has designated the 1990s as the "Decade of the Brain" in recognition of the major importance of neurology and the other neurosciences in the health and well-being of Americans. It has been suggested that as many as 20% of all patients seeking medical treatment have neurologic problems, either as the presenting complaint or as an associated condition complicating the primary illness. Thus, it is fitting that Springer-Verlag should acknowledge the prominence of this medical specialty area by devoting an entire volume of the Oklahoma Notes series to neurology and clinical neuroscience. Of course, this text is an outline overview and does not attempt to provide ency­ clopedic coverage of neurology (the student desiring a comprehensive review of the field may wish to seek in the library the 60 + volumes in the series Handbook of Clinical Neurology edited by Pierre J. Vinken and George W. Bruyn). However, the information selected for inclusion in this volume of the Oklahoma Notes series remains true to the goal of the whole series-only materials vital in both the general clinical practice of medicine and to answer questions on the all-important United States Medical Licensing Examination have been incorporated in the text. Roger A. Brumback, M.D.

Dear Young Doctor, You are nearing the end of your formalized test-taking after so many years of education. We want to help you pass your boards and these books were written for that end. This review of internal medicine is not an exhaustive treatise, but serves as an example of learning points considered important throughout the years. You will run into the same patients on this examination, the internal medi­ cine specialty boards, and the medicine sub-specialty boards should you choose to take them. Our US healthcare delivery system is undergoing major transformation, which has become frenetic since the first edition of this series was published three years ago. This creates anxiety in physicians and physicians-to-be, as we are unsure of the very foundations which have supported medicine as we knew it. The chal­ lenge is to carryon the duties of our noble profession while adapting to and helping to shape the marketplace. Medical information is too expansive to be mastered by the individual alone, and we must learn to rely on automated inform­ atics systems to access current data. Yet with all the changes, traditions of medical education are remembered, honored, and still practiced. You will see evidence of this history contained herein.

Updated, revised and organized, the new Second Editions in the Clinical Sciences Series reflect the format of the USMLE Step 2. Each volume systematically presents the core information of a single segment of the medical curriculum, from Family Medicine to Psychiatry. You will also learn time-honored tricks of the trade,as well as the latest advances in clinical medicine: new diagnostic tools, new therapeutic interventions, and new pharmacologic options.

Updated, revised and organized, the new Second Editions in the Clinical Sciences Series reflect the format of the USMLE Step 2. Each volume systematically presents the core information of a single segment of the medical curriculum, from Family Medicine to Psychiatry. You will also learn time-honored tricks of the trade,as well as the latest advances in clinical medicine: new diagnostic tools, new therapeutic interventions, and new pharmacologic options.

This review covers the major systems of human physiology. The review is not ex­ haustive; it assumes that the student has completed a course in human physiology and wishes to refresh their memory in preparing for an examination. The student is advised to refer to a competent textbook several times in this review. This book is a revised version of a review book used by our medical students for over ten years. Coverage of the various topics in physiology is comparable to the percentage of questions on those topics in recent National Board, Part I examinations. Review questions follow every few pages of text in order to monitor your under­ standing of the just preceding material. The multiple choice questions are mainly of the two conventional types; "single best answer" questions, for which you choose the single best answer, and "multiple correct answer" questions, for which you choose the one or more correct alternatives. The two multiple choice formats have been standardized throughout the book.

This is not a textbook. Instead, it contains what the author judges necessary to cope with questions relating to Gross Anatomy in board and licensure exami­ nations. Although material that has appeared recently on (Part I) National Board Examinations is covered, simply listing and answering such questions certainly would not prepare you for the myriad possible alternatives. Because of your suc­ cessful background in anatomy, the approaches used in a first-year course are not necessary here. Recall, review and synthesis are the goals. Please examine the entire book now, to understand its organization and content, and how they may serve your needs. Throughout, text is kept to a minimum. The style, size and boldness of type were chosen to aid the quick recognition of import items. The illustrations, es­ sentially adaptations from blackboard drawings used by the author in reviews, support the text in certain areas. However, the number of illustrations sufficient to make this an independent resource would defeat our purpose. I assume you will consult your favorite atlas as you review, and that you are experienced enough now to relate your reading to your own body. A general table of contents follows this preface; detailed tables of content precede individual chapters.

This book was prepared to present an integrated review of selected topics in Human Embryology. It is designed specifically for students who completed stan­ dard courses in the various anatomical disciplines and who wish to review the developmental history of the major organ systems. This book will provide medical students with a highly suitable review for Step 1 of the United States Medical Licensing Exam (USMLE, Step 1). R. E. Coalson J. J. Tomasek Acknowledgments We wish to acknowledge the invaluable assistance provided by our colleagues at the University of Oklahoma Health Sciences Center during preparation of this review. In particular, we would like to thank Ms. Nancy Halliday for proofread­ ing, Mr. Shawn Schlinke for preparation of the illustrations, Mr. Melville Vaughan for assistance with mounting the illustrations, and Ms. Trenda Tanner for assis­ tance with the typing. Contents Preface to the Oklahoma Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii 1. Gametogenesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2. Female Reproductive Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3. Fertilization and Pregnancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 4. Implantation and Formation of the Deciduae . . . . . . . . . . . . . . . . . . . . 15 5. Formation of the Placenta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 6. Fetal Membranes and Umbilical Cord . . .. . . . . . . . . . . . . . . . . . . . . . . . 22 7. Early Development of the Conceptus 26 8. Development of General Body Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 9. Nervous System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 10. Musculoskeletal System . . . . . . . . . . . :. . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 11. Integumentary System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 12. Oral Cavity and Development of the Branchial Apparatus . . . . . . . . 62 13. Differentiation of the Branchial Apparatus . . . . . . . . . . . . . . . . . . . . . . . 66 14. Face and Palate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 15. Digestive System and Mesenteries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 16. Diaphragm and Body Cavities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 17. Respiratory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .