Preanesthetic Assessment 2

1. Front Matter

   Pages i-xiv

   PDF

2. The Patient with Abdominal Aortic Aneurysm

   • Raghubar P. Badola

   Pages 1-11

3. The Patient with Pituitary Disease

   • Irene Osborn

   Pages 12-21

4. The Patient with Sickle Cell Anemia

   • Gary Hartstein

   Pages 22-32

5. The Patient for Percutaneous Transluminal Coronary Angioplasty

   • Alrick Brooks

   Pages 33-44

6. The Infant with Meningomyelocele

   • Randall D. Wilhoit

   Pages 45-57

7. The Infant with Tracheoesophageal Fistula and Esophageal Atresia

   • Sylvia McMullan

   Pages 58-66

8. The Burned Patient

   • Gerald Scheinman

   Pages 67-82

9. The Patient with Sepsis

   • Gary Hartstein

   Pages 83-92

10. The Patient for Pulmonary Lobectomy

    • Jonathan S. Daitch

    Pages 93-107

11. The Patient for Hepatic Transplantation

    • Charles W. Whitten

    Pages 108-125

12. The Patient for Electroconvulsive Therapy

    • Salvatore C. Scalafani

    Pages 126-138

13. The Lithotriptor Patient

    • Cathy Wall Thomas

    Pages 139-151

14. The Patient for Cervical Cerclage

    • Robert Rosenlund

    Pages 152-159

15. The Patient with an Intracranial Tumor

    • Efrem Miller

    Pages 160-175

16. The Child with an Open Eye Injury

    • Jonathan S. Daitch

    Pages 176-186

17. The Patient with Maxillofacial Injury

    • Jonathan S. Daitch

    Pages 187-198

18. The Patient with Hydrocephalus

    • Ross A. Malley

    Pages 199-214

19. The Patient for Prostatic Surgery

    • William T. Gentry

    Pages 215-228

20. The Patient for Thyroidectomy

    • Svetlana Bonner

    Pages 229-243

The primary mission of the medical school is to create new doctors. Once the medical student has received his or her doctorate, the medical school's interest in, and acceptance of, responsibility for the continued professional development of the physician ceases almost entirely. Yet, with scientific advances in medicine increasing exponentially and the inevitable erosion of memory with time, teachings from our schools of medicine become increasingly irrelevant, forgotten, or both. To maintain competence, the physician must continuously re-educate him- or herself. CME-Continuing Medical Education-will probably never attain the status of the medical school's degree-granting undergraduate program, but medical schools and their faculties must recognize their responsibil­ ity, not only for creating competent physicians but also for maintaining that competence. With these words I introduced the first volume of Preanesthetic Assessment in 1986. The series was a product of a Continuing Medical Education program initiated by the Department of Anesthesiology, Albert Einstein College of Medicine/Montefiore Medical Center. Controversy continues to exist over the lasting educational value of conferences that bring physicians together. Moreover, because of time or financial con­ straints, only a small number of anesthesiologists are able to attend seminars on a frequent basis. By producing a monthly, current, clinical series in conjunction with Anesthesiology News over these 4 years, we have been able to make state-of-the-art analyses available to all anesthesiologists.

• anesthesiology
• aneurysm
• assessment
• cell
• child
• erosion
• eye
• medical education
• medicine
• preanesthetic assessment
• rheumatism
• rheumatoid arthritis
• sepsis
• surgery
• transplantation

• Department of Anesthesiology, Albert Einstein College of Medicine of Yeshiva University Montefiore Medical Center, Bronx, USA

  Elizabeth A. M. Frost

Policies and ethics