Practice-Oriented, Basic Knowledge of a Clinical Discipline or the Curriculum of Practical Clinical Teaching (with Clini
A curriculum for practice-oriented teaching has been developed in the form of a study catalog with specialized modules and diagnostic guidelines on rheumatology [1–3]; a specialty is presented as a collection of clinical scenarios (CS) and figures, as pro
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Syndromebased Approach to Diagnosis
A Practical Guide
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Syndrome-based Approach to Diagnosis
Efim Benenson
Syndrome-based Approach to Diagnosis A Practical Guide
Efim Benenson Department of Internal Medicine and Rheumatology University of Cologne Cologne Germany
ISBN 978-1-4471-4732-9 ISBN 978-1-4471-4733-6 DOI 10.1007/978-1-4471-4733-6 Springer London Heidelberg New York Dordrecht
(eBook)
Library of Congress Control Number: 2013933289 © Springer-Verlag London 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Thanks for their invaluable support to: Dr. med. Anna Schmidt (Benenson) Ursula Voigt-Pfeil, Editor Beverley Taylor, Translation
Preface
Introduction to an Alternative Clinical Teaching Strategy Many young, inexperienced doctors have difficulty pinpointing a diagnosis: Is it a condition to which certain diseases could belong or a disease definable in line with certain criteria? How can I apply my basic knowledge of diseases to a real patient? How can I find the correct diagnosis for a disease that I am seeing for the very first time? The traditional diagnostic pathways conveyed by current methods of teaching – from visual identification of a disease, from knowledge of diseases, symptoms, or patterns, to diagnosis – leave certain diagnostic
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