# Table of Contents
1. [Example](#example)
2. [Example2](#example2)
3. [Third Example](#third-example)
4. [Fourth Example](#fourth-examplehttpwwwfourthexamplecom)


## Example
## Example2
## Third Example
## [Fourth Example](http://www.fourthexample.com) 

Example
Example2
Third Example
Fourth Example

Example
Example2
Third Example
Fourth Example

Exam crackers


Compendium of medicine
Memorizing medicine
Gunner goggles
Dissection of usmle
Pass p
...

A D V I C E

# Https thinkspace idea note herokuapp com share token a9abac5f d945 4947 be95 0e1eee374078



Https thinkspace idea note herokuapp com share token a9abac5f d945 4947 be95 0e1eee374078

# This is your title
want to risk it for the biscuits



want to risk it for the biscuits

This is your title

Koilonychia

# One-Minute Telegram
The newest medical research, distilled down to just one minute
If the One-Minute Telegram does not display correctly, please click here.


How effective are mRNA vaccines in preventing hospitalizations due to the omicron variant?
Population-based studies have suggested that the omicron (B.1.1.529) variant can evade immunity from prior infection and vaccination. Whether this influences the hospitalization rates due to COVID-19 is an important question that investigators are just beginning to answer. 
 
This retrospective study was conducted in a South African population and was based on healthcare data. The effectiveness of the BNT162b2 vaccine against hospitalizations was estimated during the period when the delta variant was predominant (September 1 to October 31; proxy delta period) and during the period when the omicron variant was predominant (November 15 to December 7; proxy omicron period). 
 
In total, 133,437 PCR tests were considered during the proxy delta period, and 78,173 tests were considered during the proxy omicron period.
Overall test positivity (independently of vaccination status):
24.4% during the proxy omicron period
6.4% during the proxy delta period
Test positivity among the fully immunized (≥ 14 days after the second dose of BNT162b2 vaccine):
33% during the proxy omicron period
8.2% during the proxy delta period
Proportion of hospitalized patients with a positive PCR who were fully immunized:
28.2% during the proxy omicron period
8.3% during the proxy delta period
Vaccine effectivenes to prevent hospitalization:
70% (95% CI, 62 to 76) during the proxy omicron period
93% (95% CI, 90 to 94) during the proxy delta period
Limitations include that this study analyzed a single community (restricting generalizability), and that it did not include information on the severity of the disease in those patients who were hospitalized.
 
 
The take‑home message?
In this population-based, retrospective study, two doses of the BNT162b2 (Pfizer–BioNTech) vaccine was 70% effective in preventing hospitalization during the omicron period, which was lower than the estimated effectiveness during the delta period (93%). This highlights the importance of booster dosages and development ​​of variant-specific vaccines.
 
 
Title of study
Effectiveness of BNT162b2 vaccine against omicron variant in South Africa
Authors
Bekker LG et al.
Journal
NEJM
Original study
https://doi.org/10.1056/NEJMc2119270
Open in QxMD Read 
AMBOSS Links
COVID-19

Breakthrough infections after SARS-CoV-2 vaccination in patients with immune dysfunction
Persons with a weakened immune system were excluded from the initial SARS-CoV-2 vaccine effectiveness trials. To bridge this evidence gap, this retrospective cohort study analyzed the risk for breakthrough infections in partially and fully vaccinated patients with immune disorders (i.e., HIV infection, multiple sclerosis, rheumatoid arthritis, solid organ transplant, and bone marrow transplantation) from December 10, 2020, to October 14, 2021. 
 
Data were obtained from the National Covid Cohort Collaborative (N3C), which provided information on 664,722 partially and fully vaccinated individuals. Out of this sample, a total of 35,512 patients with an immune disorder were identified.
The overall breakthrough infection rate (IR) in fully immunized individuals was 5.0 per 1000 person-months.
Compared to individuals with full vaccination and without immune dysfunction, the overall incidence of breakthrough infection was higher in individuals with an immune dysfunction:
Individuals without immune dysfunction: IR of 7.1 per 1000 person-months
Individuals with solid organ transplant: 15.7 per 1000 person-months
Individuals with rheumatoid arthritis: 9.3 per 1000 person-months
Individuals with HIV infection: 9.1 per 1000 person-months
Individuals with multiple sclerosis: 8.9 per 1000 person-months
Individuals with bone marrow transplant 8.6 (95% CI, 8.0-9.1) per 1000 person-months
Furthermore, the time to breakthrough infection after completing immunizations was significantly shorter in individuals with immune dysfunction compared to those without immune dysfunction. 
 
Limitations include that vaccinations received outside the hospital setting may have been underreported.
 
 
The take‑home message?
This trial provides evidence that vaccinated individuals with compromised immune systems are at higher risk for breakthrough infections with SARS-CoV-2. This emphasizes the importance of mask-wearing and social distancing, and the need to investigate additional measures such as booster vaccinations in this population.
 
 
Title of study
Association between immune dysfunction and COVID-19 breakthrough infection after SARS-CoV-2 vaccination in the US
Authors
Sun J et al.
Journal
JAMA Internal Medicine
Original study
https://doi.org/10.1001/jamainternmed.2021.7024
Open in QxMD Read 
AMBOSS Links
COVID-19

Does cataract surgery decrease the risk of dementia?
Visual impairment may contribute to cognitive decline in older individuals, but whether surgery to restore vision can delay the onset of dementia has not been thoroughly investigated 
 
In this prospective, longitudinal nonrandomized cohort study, 3038 participants aged 65 years or older with cataract or glaucoma and no signs of dementia were screened every two years for the onset of dementia. 
 
Participants who received a cataract extraction (n = 1382) had a reduced risk of dementia compared to those who did not (n = 1656; HR 0.71; 95% CI, 0.62–0.83). However, the effect was not observed in participants with glaucoma who received glaucoma surgery vs. those who did not (n = 728; HR, 1.08; CI, 0.75–1.56). 
 
Limitations include the nonrandomized nature of the study and the possibility of coding errors due to the indications for surgery as well as the diagnoses of cataract and glaucoma having been extracted from electronic medical records. Furthermore, 91% of study participants were self-reported White race, limiting generalizability to other populations.
 
 
The take‑home message?
While cataract surgery, which restores vision, appears to reduce the risk of dementia in older individuals, the same effect was not observed in participants who received glaucoma surgery, which does not restore vision. This corroborates the association of vision loss and dementia, suggesting new paths for prevention of cognitive decline.
 
Title of study
Association between cataract extraction and development of dementia
Authors
Lee CS et al.
Journal
JAMA Internal Medicine
Original study
https://doi.org/10.1001/jamainternmed.2021.6990
Open in QxMD Read 

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# ⬅️

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#I am reading about analog stethoscopes in the Eko Academy app
ABC 123

![alt text](https://photos.collectednotes.com/photos/10812/3dcfae29-6ae5-42c9-914a-bc71d6d0a49a)
https://itunes.apple.com/app/id1545983337

ABC 123

alt text
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I am reading about analog stethoscopes in the Eko Academy app

# Welcome

I am committed to the principles of FOAMed and promoting medical knowledge
Tired of how fragmented and dispersed medical education resources are? 
Then you are in the right place! We try to centralize them here.


 [[Applying To Med School]]

 Rotations

 College

 High School

 Free Stuff! 

 MCAT

 Med School

 Residency

 Search


I am committed to the principles of FOAMed and promoting medical knowledge
Tired of how fragmented and dispersed medical education resou...

Welcome

Links / Resources


 USMLE & COMLEX Official Sites

- [ECFMG](http://www.ecfmg.org/)
- [USMLE](http://www.usmle.org/) 
- [COMLEX](http://www.nbome.org/) 
- [NBME](http://www.nbme.org/) 
- [Federation of State Medical Boards](http://www.fsmb.org/) 
- [National Resident Matching Program](http://www.nrmp.org/) 


# Anatomy & Histology

[http://www.meddean.luc.edu/lumen/meded/grossanatomy/vhp/visible.htm](http://www.meddean.luc.edu/lumen/meded/grossanatomy/vhp/visible.htm)

[http://www.meddean.luc.edu/lumen/MedEd/Histo/virtualhistology.htm](http://www.meddean.luc.edu/lumen/MedEd/Histo/virtualhistology.htm) 
 [http://128.218.123.161/Pages/srdana.html](http://128.218.123.161/Pages/srdana.html) 

## Behavioral Science & Biostatistics

 
 [http://cim.usuhs.mil/ps02001/examanswers.htm](http://cim.usuhs.mil/ps02001/examanswers.htm) 
 [http://faculty.etsu.edu/harvill/usmle_review.htm](http://faculty.etsu.edu/harvill/usmle_review.htm) 
 
## Biochemistry

 
 [http://biosci.cbs.umn.edu/BMBB/courses/5100/index.html](http://biosci.cbs.umn.edu/BMBB/courses/5100/index.html) 
 
## CT / MRI

 
 [http://www.vh.org/adult/provider/radiology/NormalRadAnatomy/](http://www.vh.org/adult/provider/radiology/NormalRadAnatomy/) 
 [http://www.radquiz.com/](http://www.radquiz.com/) 
 [http://www.med.harvard.edu/AANLIB/cases/caseNA/pb9.htm](http://www.med.harvard.edu/AANLIB/cases/caseNA/pb9.htm) 
 
## Genetics

 
 [http://science.nhmccd.edu/biol/hwe.html](http://science.nhmccd.edu/biol/hwe.html) 
 [http://medgen.genetics.utah.edu/index.htm](http://medgen.genetics.utah.edu/index.htm) 
 
## Microbiology & Immunology

 
 [Atlas of Medical Parasitology](http://www.cdfound.to.it/HTML/atlas.htm) 
 [http://www.cehs.siu.edu/fix/medmicro/exams/exams.htm](http://www.cehs.siu.edu/fix/medmicro/exams/exams.htm) 
 
## Molecular Biology

 
 [http://www.ncc.gmu.edu/dna/testyour.htm](http://www.ncc.gmu.edu/dna/testyour.htm) 
 [http://www.courses.fas.harvard.edu/~scib46/exams/](http://www.courses.fas.harvard.edu/%7Escib46/exams/) 
 
## Neuroanatomy

 
 [http://brain101.info/Neuroscience.php](http://brain101.info/Neuroscience.php) 
 [http://umed.med.utah.edu/testfiles/courses.cfm](http://umed.med.utah.edu/testfiles/courses.cfm) 
 [http://library.med.utah.edu/kw/animations/hyperbrain/pathways/](http://library.med.utah.edu/kw/animations/hyperbrain/pathways/) 
 
## Pathology

 
 [http://www.pathguy.com/](http://www.pathguy.com/) 
 [http://brain101.info/Neuro_Pathology.php](http://brain101.info/Neuro_Pathology.php) 
 [http://www-medlib.med.utah.edu/WebPath/webpath.html](http://www-medlib.med.utah.edu/WebPath/webpath.html) 
 [http://medlib.med.utah.edu/WebPath/CNSHTML/CNSIDX.html](http://medlib.med.utah.edu/WebPath/CNSHTML/CNSIDX.html) 
 [http://www.med.uiuc.edu/PathAtlasF/titlePage.html](http://www.med.uiuc.edu/pathatlasf/titlepage.html) 
 [http://iplab.net](http://iplab.net/) 
 [http://peir.path.uab.edu/reslinks](http://peir.path.uab.edu/reslinks) 
 [http://www.meddean.luc.edu/lumen/MedEd/Neuro/](http://www.meddean.luc.edu/lumen/meded/neuro/) 
 
## Pharmacology

 
 [http://www.rxlist.com/](http://www.rxlist.com/%20) 
 [http://www.courses.vcu.edu/ptxed/phtx603/](http://www.courses.vcu.edu/ptxed/phtx603/) 
 [http://www.kumc.edu/research/medicine/pharmacology/CAI/menue.htm](http://www.kumc.edu/research/medicine/pharmacology/CAI/menue.htm) 
 [http://www.kumc.edu/research/medicine/pharmacology/CAI/](http://www.kumc.edu/research/medicine/pharmacology/CAI/) 
 [http://brain101.info/Neuro_Pharmacology.php](http://brain101.info/Neuro_Pharmacology.php) 
 [http://www.medtrng.com/pharm.htm](http://www.medtrng.com/pharm.htm) 
 
## Physiology

 
 [http://www.ttuhsc.edu/SOM/physiology/courses/Medical/CourSchd.shtml](http://www.ttuhsc.edu/SOM/physiology/courses/Medical/CourSchd.shtml) 
 [http://brain101.info/Neuro_Physiology.php](http://brain101.info/Neuro_Physiology.php) 
 
## Radiology

 
 [http://info.med.yale.edu/intmed/cardio/imaging/contents.html/](http://info.med.yale.edu/intmed/cardio/imaging/contents.html/) 
 [http://www.netanatomy.com/](http://www.netanatomy.com/) 
 [http://www.med.wayne.edu/diagRadiology/](http://www.med.wayne.edu/diagRadiology/) 
 [http://www.radiologyeducation.com](http://www.radiologyeducation.com/) 
 [http://www.radquiz.com/](http://www.radquiz.com/) 
 [http://www.mdchoice.com/xray/xr.asp](http://www.mdchoice.com/xray/xr.asp) 
 [http://www.mdchoice.com/xray/ctscan/Ct.asp](http://www.mdchoice.com/xray/ctscan/Ct.asp) 
 [http://www.pediatricradiology.com/](http://www.pediatricradiology.com/) 
 
## ~back to top~

 
## Review Links for USMLE & COMLEX

 
 [Prep4usmle](http://www.prep4usmle.com/resources/162)  — USMLE site with files and a forum
 [Student Consult](http://www.studentconsult.com/)  — Another USMLE site with files and a forum
 [Medical images & Illustrations ](http://www.mic.ki.se/MEDIMAGES.html) — images & Illustrations for all medical subjects
 [Medical Mnemonics](http://www.medicalmnemonics.com/)  — a huge list of mnemonics..very useful for studying
 [Pathology of the Liver](http://www.meddean.luc.edu/lumen/MedEd/orfpath/pthcntnt.htm)  — good stuff in here including slides
 [Bone Test](http://www.linkpublishing.com/cgi-bin/ie.cgi?exam=chap13p.exm)  — fun..some good anatomy, also some slides
 [http://iuhs-isa.org/index5.htm](http://iuhs-isa.org/index5.htm) 
 [http://www.medicalstudent.com/](http://www.medicalstudent.com/) 
 [http://www.med.uc.edu/medware2/default.htm](http://www.med.uc.edu/medware2/default.htm) 
 [http://www.medtrng.com/tutorials_simulators.htm](http://www.medtrng.com/tutorials_simulators.htm) 
 [http://www.mhhe.com/biosci/ap/vdghumananatomy/student/olc2/ap_animation-quizzes.html](http://www.mhhe.com/biosci/ap/vdghumananatomy/student/olc2/ap_animation-quizzes.html) 
 [http://www.aafp.org/cgi-bin/quiz.pl?op=show_quizzes&pid=1&order=publish_dated](http://www.aafp.org/cgi-bin/quiz.pl?op=show_quizzes&pid=1&order=publish_dated) 
 [http://www.ashteachingcases.org/](http://www.ashteachingcases.org/) 
 


 USMLE &amp; COMLEX Official Sites


ECFMG
USMLE 
COMLEX 
NBME 
Federation of State Medical Boards 
National Resident Ma...

Links / Resources

Contents


Packing List
Misc
Internal 
Family 
4SURGERY
5PSYC...

Did We Talk About CLINICAL ROTATIONS ? Click Here.

Did We Talk About APPLYING to Medical School ? Click Here.


# FYI

Without external influence (mentoring, programs, etc...), the biggest predictor for standardized test scores is income.

* [The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment.](https://psycnet.apa.org/buy/2005-06518-016) Davis-Kean, Pamela E. Journal of Family Psychology, Vol 19(2), Jun 2005, 294-304

* [The relationship between income and subjective well-being: Relative or absolute?](https://doi.org/10.1007/BF01079018) Diener, E., Sandvik, E., Seidlitz, L. et al. Soc Indic Res (1993) 28: 195.

* [The relationships among achievement, low income, and ethnicity across six groups of Washington State students](https://www.researchgate.net/profile/Jeff_Joireman/publication/234634847_The_Relationships_among_Achievement_Low_Income_and_Ethnicity_across_Six_Groups_of_Washington_State_Students_Technical_Report_1/links/570a27b708aed09e9170f287/The-Relationships-among-Achievement-Low-Income-and-Ethnicity-across-Six-Groups-of-Washington-State-Students-Technical-Report-1.pdf). ML Abbott, J Joireman Research Center Technical Report No. 1, 2001

# **APPLYING TO MEDICAL SCHOOL**

1 - MCAT

2 - Enroll In Pathway Programs

3 - Additional Websites To Check Out

> **NIH Medical Research Scholars Program**
[https://www.cc.nih.gov/training/mrsp/](https://www.cc.nih.gov/training/mrsp/)

* The Medical Research Scholars Program endeavors to be the premier training program for future clinician-scientists that advances health by inspiring careers in biomedical research.

* By engaging students in basic, clinical, or translational research investigations, a curriculum rich in didactics and professional development, and a robust mentorship and advising program,

* MRSP prepares its Scholars to become tomorrow’s leaders in medicine and biomedical research.

 **Eligibility**
 
* The 12 month program is designed for students who are U.S. citizens and permanent residents who have a strong interest in conduction basic, clinical, translational, population health research and are currently enrolled in their 2nd, 3rd, or 4th year at an [accredited medical, dental, or veterinary program](https://www.cc.nih.gov/training/mrsp/faq.html#eligibility).
* Dental and veterinary students: due to the integrated nature of the third and fourth (clinical) years, participation in the MRSP is recommended after you have completed your second or fourth year in school.

 **Curriculum**

* Academic leadership training.

* Assigned and dedicated tutor
	* (year –long)
	* Access to NIH Clinical Center courses \such as Introduction to the Principles and Practice of Clinical Research and the Ethical and Regulatory Aspects of Clinical Research.

* Lectures

	* on seminal basic, translational and clinical research topics that highlight the continuum of discovery,

	* as well as include issues in bioethics, science policy and emerging technologies.

* Training in clinical protocol development and the conduct of human subjects re‐ search.

* Participation in clinical rounds focusing on the research patient population in the NIH Clinical Center.

* Scholars participate in the full continuum of biomedical research—from bench investigations to population health.

* Dedicated lectures highlighting the continuum of discovery, to include bioethics, science policy and emerging technologies,

* Interactive case-centered Clinical Teaching Rounds with investigators presenting their research with participating patients and families,

* Journal Clubs.

* Training in clinical protocol development and the conduct of human subjects research.

* Monthly networking sessions with national renowned great teachers.

* Workshops in career-life balance, CV-writing, and interviewing

 **Housing**

* The MRSP is a residential program and participants are required to live in the housing provided.
* Housing options include: One‐bedroom and studio apartments for single students are also located on the NIH campus.
* Married couples will reside in one‐bedroom apartments located on the NIH campus.
* All rents include utilities (gas/electric, and water), and apartments are furnished with the basics for living.
* Students are expected to provide their own linens.
* No pets are allowed.

 **Benefits**

* Annual Stipend
* Furnished residential housing
* Relocation Allowance
* Funding support for conference travel, scientific courses, and textbooks

 **Deadlines**

* The application cycle tends to be *from **October to January*** **.**


FYI

Without external influence (mentoring, programs, etc...), the biggest predictor...

Did We Talk About APPLYING to Medical School ? Click Here.

# Weight Loss History

- - -

* **CC:**
  * **What is the current weight and height? (**_calculate BMI_**)**
  * **How much did you lose?**
  * **Over how long?**
  * **Was it intentional?**
  * **Onset**: first time? Sudden\gradual? Continuous\intermittent?
  * **Severity**: interfering w\ ADL?

# **Associated sx:**
  * **Constitutional**: fever, loss of appetite, night sweats, chills?
  * **GI**: [abdominal pain](https://collectednotes.com/apexmd/abdominal-pain), N\V, change in bowel habits (diarrhea)?
  * **Decreased****oral****intake**: difficulty swallowing, painful mouth ulcers, early satiety?
  * **Eating****disorder**: fear of gaining wt, feel fat, binge eating (episodes of uncontrollable eating), self-induced vomiting?
  * **Depression**: low mood, loss of interest?
  * **Hyperthyroid**: heat intolerance, palpitations, tremor, menstrual changes?
  * **Cardiac****failure**: SOB, LL swelling?
  * **Respiratory**: chest pain, cough, hemoptysis?
  * **Liver**: jaundice?
  * **DM**: polyuria, polyphagia, polydipsia?
  * **Urinary**: dysuria, hematuria?

* **Diet:**
  * Recent change in diet habits?
  * How many meal\snacks per day?
  * What type of food do you usually eat?
  * Do you exercise?

* **PMHx:**
  * Diseases: 
    * Chronic ds (HTN, DM, DLP)
    * Anemia, Hyperthyroidism
    * Infections, malignancy
  * Medications: laxatives, diuretics, OTC, herbals
  * Surgery, hospitalization, trauma
  * Blood transfusions, IV drug use, tattoos
  * Allergies

* **FMHx:**
  * Similar complaint?
  * Same diseases as in PMHx?

* **Social Hx:**
  * Occupation, marital status, children?
  * Smoking, alcohol, recreational drugs?
  * Travel Hx

- - -

## Download the PDF version: [here](https://nadanotes.files.wordpress.com/2018/08/weight-loss-history.pdf)

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### _Related_

[SOB History](https://nadanotes.com/2018/08/23/sob-history/ "SOB History")23rd Aug 2018In "Clinical Skills"

[Chest Pain History](https://nadanotes.com/2018/08/23/chest-pain-history/ "Chest Pain History")23rd Aug 2018In "Clinical Skills"

[Cough History](https://nadanotes.com/2018/08/23/cough-history/ "Cough History")23rd Aug 2018In "Clinical Skills"

## Published by Nadanotes

[View all posts by Nadanotes](https://nadanotes.com/author/nadaalhassan/)

# Categories

[Clinical Skills](https://nadanotes.com/category/clinical-skills/), [History](https://nadanotes.com/category/clinical-skills/history/)

CC:


What is the current weight and height? (calculate BMI)
How much did you lose?
**O...

Weight Loss History

# Abdominal Pains

[Abdominal Pain History](https://collectednotes.com/apexmd/abdominal-pain-history)
[Abdominal Pain](https://collectednotes.com/apexmd/abdominal-pain) History



# Table of Contents
1. [Example](#example)
2. [Example2](#example2)
3. [Third Example](#third-example)
4. [Fourth Example](#fourth-examplehttpwwwfourthexamplecom)


## Example
## Example2

# Table of contents
1. [Introduction](#introduction)
2. [Some paragraph](#paragraph1)
    1. [Sub paragraph](#subparagraph1)
3. [Another paragraph](#paragraph2)

## This is the introduction <a name="introduction"></a>
Some introduction text, formatted in heading 2 style

## Some paragraph <a name="paragraph1"></a>
The first paragraph text

### Sub paragraph <a name="subparagraph1"></a>
This is a sub paragraph, formatted in heading 3 style

The second paragraph text

CC
Site: where? Does it radiate anywhere else?
Onset: first time? when? Sudden\gradual? Continuous\intermittent? Getting better\worse?
Duration: how long does it last?
Timing: specific time of day\night? How frequent?
Character of pain: sharp, dull, cramping?
Character of stool: Amount? Watery? Blood? Mucous? Greasy\difficult to flush?
Relieving\aggravating factors: certain foods (gluten, lactose)? Medication?
Severity: 1-10 scale? Wakes you up from sleep? Interfering w\ ADL?
Food hx: recent suspect food? Food poisoning?
Associated sx:
Constitutional: fever, wt loss, loss of appetite, night sweats, chills?
GI: abdominal pain, diarrhea\constipation, N\V, heartburn, jaundice?
GU: dysuria, hematuria?
Anemia: fatigue, dizziness, palpitation, headache?
IBS: relieved after defecation, abdominal pain, diarrhea\constipation, flatulence\bloating, associated with stress\spicy food\menstruation?
IBD: bloody diarrhea, rash, mouth ulcer, joint pain?
PMHx:
Diseases:
Chronic ds (HTN, DM, DLP)
GI ds
Medications: NSAIDs, abx, laxatives, herbals
Surgery, hospitalization, trauma
Blood transfusions, IV drug use, tattoos
Allergies
FMHx:
Similar complaint?
Same diseases as in PMHx?
Social Hx:
Occupation, marital status, children?
Smoking, alcohol, recreational drugs?
Travel Hx, contact with sick pts
Diet, exercise

Abdominal Physical Exam

WIPE, blah blah 🙂
“Take vital signs”
Position: flat, arms on the side, pillow below the head
Proper exposure: from xiphoid to mid-thigh
General inspection of the pt and surrounding
 

## Third Example

Peripheral signs:
Nails:
Capillary refill
Clubbing
Cyanosis
Koilonychia
Leukonychia
Hands:
Palmar erythema
Pulse
Tremor
Arms:
Purpura
BP
Eyes:
Pallor
Jaundice
Mouth:
Central cyanosis
Dry mucous membrane
Dental hygiene
Ulcers
Neck:
JVP
Lymphadenopathy
Abdomen inspection: (stand at the end of the bed)
Symmetry and contour
Abdominal distention + flank fullness
Scars, skin changes\discoloration, rashes, straie
Obvious masses or swelling
Dilated veins\caput medusa
Visible pulsations
Umbilicus (inverted\everted?)
Hernias (ask pt to cough)
Palpation + percussion: (ask pt if they have any pain? Be at the level of the pt’s abdomen)
Superficial and deep: “abdomen soft and lax, no tenderness, no masses”
Liver span (6-12 cm)
Gallbladder (Murphy’s sign)
Spleen (turn the pt towards you -normally non-palpable!)
Kidneys
Bladder
Ascites: shifting dullness + fluid thrill
Auscultation:
Bowel sounds
Bruits: Aortic, renal, femoral
To complete:
Digital rectal exam (PR)
Genital exam
Fecal occult blood test
 

Stigmata of chronic liver disease:

Clubbing
Leukonychia
Palmar erythema
Dupuytren’s contracture
Scratch marks
Astrexis
Parotid enlargement
Gynecomastia
Caput medusa
Ascites
Splenomegaly
Testicular atrophy
LL edema
 ## Another paragraph <a name="paragraph2"></a>

## [Fourth Example](http://www.fourthexample.com) 

How to differentiate between a renal mass vs a splenic mass on physical exam?

Spleen	Kidney
Can’t get above it	Can get above it
Has a notch	Round, no notch
Moves w\ resp (towards Rt iliac fossa)	Ballotable
Dull on percussion	Resonant on percussion

Abdominal Pain History
Abdominal Pain History
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Example
Example2
Third Example
Fourth Example


...

Abdominal Pains

# Wallace rule of nine

[dd](https://collectednotes.com/apexmd/dd)



Wallace rule of nine

PERSONAL


# Medical Education Experiences

Indicate the activities you will have participated in during medical school on an elective (for credit) or volunteer (not required) basis: 

* Independent study project for credit
* Research project with faculty member
* Authorship (sole or joint) of a peer-reviewed paper submitted for publication
* Authorship (sole or joint) of a peer-reviewed oral or poster presentation
* Global health experience
* Educating elementary, high school or college students about careers in health professions or biological sciences
* Providing health education (e.g., HIV/AIDS education, breast cancer awareness, smoking cessation, obesity)
* Field experience in providing health education in the community (e.g., adult/child protective services, family violence program, rape crisis hotline)
* Field experience in home care
* Learned another language in order to improve communication with patients
* Learned the proper use of the interpreter when needed
* Experience related to health disparities
* Experience related to cultural awareness and cultural competence
* Community-based research project
* Field experience in nursing home care
* Experience with a free clinic for the underserved population

Other (please specify):
Please specify


Medical Education Experiences

Indicate the activities you will have participated in during medical school on an elective (for credit) or volunt...

Untitled

Residency

¯\_(ツ)_/¯

Please collaborate with me on a SyncSpace drawing: http://syncsp.com/s/651143D4



ApexMD

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