The patient was given six small whole-blood transfusions of 125 to 200 cc. each. On the fourth hospital day a laparotomy was performed, and a Meckel's diverticulum was found 3 feet above the ileocecal valve. The diverticulum measured 3 inches in length and contained a fresh globular blood clot about 1.5 cm. in diameter. On micro- scopic section gastric mucosa was noted in the tip, and a small ulcer was identified at the border of the gastric and intestinal mucosa. The patient was discharged on the seventh postoperative day.

السلام عليكم
عدنا بحث بسيط مخصص للبنات اللي يدرسن طب عام مياخذ من وقتكم هواية ان شاء الله..
يخص العوامل المؤثرة على ال menstrual cycle
مع جزيل الشكر 🤍🤍
https://docs.google.com/forms/d/1Ek2TQ4Vwk2J9gtism3yPXUhm3uKSjTbwb1IaRDWicjM/edit?usp=drivesdk

بحث مال طلاب طب، ساعدوهم ولكم الأجر والثواب

PCA stroke

اليوم لو اني لو الـ obstetrics

+

This might help u

Everyone agrees that Osler’s greatest contribution to medicine was the recognition that physicians (whether students or old timers) learn more from their observations and conversations with patients than they do from books: “Medicine is learned by the bedside and not in the classroom”, and that is why our teachers, by their own example and by the critiques of our early interviews, taught us to ask open-ended questions and to listen attentively and respectfully while patients told their stories. 

- Osler and the Way We Were Taught

The practice of medicine is an art based on science.

- Sir William Osler

سلام الله على أوسلر

Patients, as a rule, want to understand the meanings behind their illnesses “Why me?”, “Why now?”, “What lesson is this meant to teach me?”, “What did I do to deserve this?”
They hope to engage their physicians in the quest for answers, but physicians today are more interested in questions they can more easily answer: “What genes?”, “What proteins?”, and “What nerve pathways?”
Existential queries are dismissed as humanistic marginalia, no longer central, as they once were, to medical practice.

- Osler and the Way We Were Taught

إنّ الطبّ بالدرجةِ الأساس يتَعامَلُ مع المريضِ وليسَ مع المشاكلِ البيولوجية (الأمراض) بحدّ ذاتِها، لأنّ المرض لا يُصيبُ المريض على المستوى البيولوجي فقط: من وجهةِ نظر المريض، هو "عِلّة" تَعبَثُ بكيانِه كُلِّه على المستوى الإجتماعي والنفسي والمالي حتى. بكلماتٍ أُخرى: المَرَضُ مشكلةٌ وجودية، لأنّه يُسَمِّم وجودَ الإنسانِ كُلَّه.

لهذا فإنَّ الطبَ، في تعامُلِه مع المريضِ بمرضِه (البيولوجي) وعلّتِه (الوجودية) معًا، هو أيضًا مُحَمَّلٌ بكلُ أنواعِ التَبِعاتِ العِلمية والإجتماعية والأخلاقية والنفسية وحتى الفلسفية.

Read it, it's great

History taking and careful observation (not laboratory results) were the authority upon which differential diagnoses and initial treatment plans were built. Laboratory tests confirmed (or not) our hypotheses, not the other way around.

- Osler and the Way We Were Taught

Cerebral salt-wasting (sometimes called renal salt-wasting)