医学英语案列

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医学学术英语u1tb文章

医学学术英语u1tb文章In 1955, during the dawn of the modern era of randomized clinical trials, Thomas Chalmers and his colleagues published a remarkable paper.1 It was then and probably remains one of the most detailed reports of clinical trials ever published: it begins with a Table of Contents and runs on to a further 71 pages of small type. It is a model of how randomized trials should be reported, reflecting Marc Daniels' call for better reporting of clinical trials five years earlier,2 and anticipating by over four decades the reporting standards agreed and promulgated by the CONSORT Group.3Tom Chalmers and his colleagues described the eligibility criteria of participants clearly, and their random allocation (with concealment of the next participant's assignment) into th eir 2?×?2 factorial trials,4 thus permitting comparisons of two regimens per trial. The similarity between treatment groups in respect of 34 other variables that might affect patient prognosis was confirmed. Experimental and control regimens were precisely defined, and compliance with them was closely monitored and reinforced. All patients were accounted for at the end of the trials. Analyses were clearly described and transparent. The ‘external validity’ of the trial results was tested by comparison with another, independent control group of patients. Finally, late effects of the treatment regimens were assessed in a 10-year follow-up study.I first came across this report in 1959. Although I failed to appreciate many of its methodological strategies and strengths at that time, it changed my career. I was a final-year medical student on a medical ward, where a teenager with ‘infectioushepatitis’ (now called ‘Type-A hepatitis’) was admitted to my care. He presented with severe malaise, an enlarged and tender liver, and a colourful demonstration of deranged bilirubin metabolism that made me the envy of my fellow clerks. However, after a few days of total bed rest his spirits and energy returned and he asked me to let him get up and around.In the 1950s, ever yb ody ‘knew’ that such patients, if they were to avoid permanent liver damage, must be kept at bed rest until their enlarged liver receded and their bilirubin and enzymes returned to normal. And if, after getting up and around, their enzymes rose again, back to bed they went. This conventional wisdom formed the basis for daily confrontations between an increasingly restless and resentful patient and an increasingly adamant and doom-predicting clinical clerk.We clinical clerks were expected to read material relevant to the care of our patients. I wanted to understand (for both of us) how letting him out of bed would exacerbate his pathophysiology. After exhausting several unhelpful texts, I turned to the journals. PubMed was decades away, and the National Library of Medicine hadn't yet begun to help the Armed Forces Medical Library with its Current List of the Medical Literature. Nonetheless, it directed me to a citation in the Journal of Clinical Investigation (back in the days when it was a real clinical j ou rnal) for: ‘The treatment of acute infectious hepatitis. Controlled studies of the effects of diet, rest, and physical reconditioning on the acute course of the disease and on the incidence of relapses and residual abnormalities.’1 Reading this paper not only changed my treatment plan for my patient, it forever changed my attitude toward conventional wisdom, uncovered my latent iconoclasm, and inaugurated my career inwhat I later labelled ‘clinical epidemiology’.The paper introduced me to Tom Chalmers, who quickly became my hero and, a decade later, my friend. Tom was a US Army gastroenterologist in the Korean War, and had become involved ina major outbreak of ‘infectious’ hepatitis among American recruits. The application of conventional wisdom on enforced bed rest was keeping affected soldiers in hospital for about two months and requiring another month's convalescence. Tom wrote: ‘This drain on military manpower, along with more recent [short-term metabolic] observations suggesting that strict bed rest might not be as essential as heretofore thought, emphasized the need for a controlled study to determine the safety of a more liberal regimen of rest and less prolonged hospitalization’.Employing what I increasingly came to recognize as ‘elegant simplicity’, Tom and his colleagues allocated soldiers who met pre-defined hepatitis criteria at random either to bed rest (continuously in bed, save for one trip daily to the bathroom and one trip to the shower weekly), or to be up and about as much as the patients wanted (with no effort made to control their activity save 1-hour rests after meals) throughout their hospital stay. The time to recovery (as judged by liver function testing) was indistinguishable between the comparison groups, and no recurrent jaundice was observed.Armed with this evidence, I convinced my supervisors to let me apologize to my patient and let him be up and about as much as he wished. He did, and his clinical course was uneventful.My subsequent ‘clinical course’ was far from uneventful. I became a ‘trouble-maker’, constantly questioning conventional therapeutic wisdom, and offending especially thesubspecialists when they pontificated (I thought) about how I ought to be treating my patients. I had a stormy time in obstetrics, where I questioned why patients with severe pre-eclampsia received intravenous morphine until their respirations fell below 12 per minute. I gained unfavourable notoriety on the medical ward, where I challenged a consultant's recommendation that I should ignore my patient's diastolic blood pressure of 125 mmHg ‘because it was essential for his brain perfusion’. And I deeply offended a professor of paediatrics by publicly correcting him on the number of human chromosomes (they had fallen from 48 to 46 the previous month!).Tom Chalmers, along with Ed Fries (who answered the question about whether diastolic blood pressure should be ignored) and Archie Cochrane, became my role models. Ten years after I discharged my hepatitis patient, armed with some book-learning and blessed with brilliant colleagues, I began to emulate these mentors by converting my passive skepticism into active inquiry, addressing such questions as: Why do you have to be a physician in order to provide first-contact primary care?5 Are the ‘experts’ corr ect that teaching people with raised blood pressure all about their illness really makes them more likely to take their medicine?6 Just because the aorto-coronary arterial bypass is good for ischaemic hearts, should we accept claims that extracranial–intracranial arterial bypass is good for ischaemic brains?7In the year that the paper by T om Chalmers and his colleagues was published, there were only 347 reports of randomized trials. Half a century later, about 50,000 reports of randomized trials were being published every year, with the total number of trial reports by then exceeding half amillion. I am proud to have contributed to this development, to the skepticism that drives it, and to the better informed treatment decisions and choices which have been made possible as a result.。

医学英文摘要及病例

CASE HISTORY （1）Patient CPR，a salesman of 35，married， was admitted on September 25，1998，complaining of anorexia and pain in RUQ for 5 days，and yellowish discoloration for 3 days. He started with a “flu-like illness” in the afternoon of September 18, 1998, during which he fell chilly, dizzy, and lack of strength, then, he was confined to bed, In the evening, his temperature was 38.6℃. He vomitted once with food previously ingested.On Sept, 19, he did’nt take his breakfast because he had a persistent nausea. He rejected all sorts of greasy food and could only eat a few table- spoonfuls of porridge with some presevered vegetable and ginger.On Sept, 20, he had no sooner vomitted out whatever he took. Meantime, he noticeed abdominal dull aching in RUQ with gaseous distension and flatus, Bowel was moved every 2～3 days with dark brown formed stools.Urine was scanty and highly colored. He was told by his wife that his eyes and skin were yellowish tinged. On Sept, 23, but since then. his appetite improved, nausea and vomiting disappeared and abdominal pain and distension alleviated.No previous history of jaundice, anorexia or general malaise. Never received blood transfusion or percutancous injection. None of the family members intimate friends, or colleagues was known to have Liver disease.Physical Examination T 37℃. P 72/min, R 20/min, BP 15/10Kpa, W.D ﹠W.N. Mentality clear and cooperative. Skin and sclerae moderately jaundiced,A suggestive spider angiome is seen in the left postauricular region. Tongue coated. No general glandular enlargement. Lungs clear. Heart normal.. Liver is palpable about 2cm below costal margin and tender, Spleen is just palpable. No shifting dullness was found. Spine and extremities are normal. Knee jerks are present.Questions: 1.What is the most possible diagnosis?2.How to treat this case?CASE HISTORY （2）Patient CJW， a farmer of 25 years old， unmarried， was admitted on November 13 2001, Complainning of persistent high fever for 20 day and mental dullness for 3 days.He started with low grade fever on October 23, 2001, during which he felt discomfort, malaise, dizzyiness, and myalgia, 5 days later, his tempraturer rised to 39～40℃. He began to feel sever headache, general bodyaching, anorexia, nausea and vomitting. He was treated with some tablet drug , 2. Tablets twice a day for 5 days in local clinic. But had no effect. The high fever persist and accompanied with diarrhea passing loose stool 1～2 times a day. Three days ago, patient had mild non-productive cough but passed dark stool ,then he became unconsiousness and delirium but no convulsion.No previous history of fever except “measles” and “malaria” in childhood. Never received any vaccine innocalation ,had no traveling history before the illness. One month ago. His brother was ill with same disorder but the diagnosis had no confirmed. P.E. T 39℃. P 144/min, R 30/min, BP 112/75mmHg well devlopment but nutrition was poor, unconsciousness. No jaundice,no eruption, and no general glandular enlargment.Pupils equal on both sides and reactive to light. Neck soft. Lungs clear. Techgcardia with normal heart sound abdominal soft and of distention. No tenderness. Liver is 1cm and spleen 3cm below costal margin. Spine and extremities are normal, Knee jerks are present. Kernig’s signs and Brudxinski’s signs negative, no pathological reflexes.Lab. Finding: blood: WBC 4.7×109/L, N 0.75, L 0.25ALT: 60u/LUrine: protien(+)Stool: dark, OB(++)Serological test: HBsAg(+) eAg(+) Anti-HBc(+)Questions: 1. What is the most possible diagnosis? Why?2. How to treat the patient?Medical Record of COPDName：Liang Ya jun Occupation: driverSex：male Date of admission: Jan ,17,2007Age: 70 years old Date of record: Jan,17,2007Nationality: Han Narrator of history: HimselfBirth place: Beijing Level of history: reliableChief complaint: Cough with productive of sputum for 30 years, wheeze for 10 years, and got worse for 3 days.History of present illness: 30 years ago after exposure to cold weather, the patient suffered from a cough, with purulent sputum, without fever、fatigue、night sweats、hemoptysis. With theanti-infection therapy, He was cured. Since then he was often recurrent 2-3 times every year after catching a cold or having pulmonary infection. 20 years ago, he was diagnosed the chronic bronchitis, and he had to be admitted 1-2 times 1 year for the therapy. 10 years ago, he felt shortness of breath, particularly after sports ,and 5 years ago, he began edema in his legs and feet.3 days ago, he felt worse without any reson. He coughed all night, couldn’t lie down during sleep, sometimes with dyspnea. The sputa was sticky and purulent. But no fever. He took the oral ampicillin and aminophylline by himself ,but they didn’t work. Then he came to emergency department of TianTan Hospital. The results of blood routine was: WBC:12500/mm3, N:82.3%. The X-ray of lung: The veins of 2 pumonarys are coarse and irregular, right-lower pulmonary arterial trunk >15mmHg, cardiac apex being globular appearance and more elevated and emphysema. He was given some drugs of anti-infection, but the effect is not good. To be well treated, he was incharged of acute episode of COPD.These days, he felt weakness, poor of appetite, the urine and stool are normal, his weight did not change.Past history:He has had Hypertension for 30 years, DM for 4-5 years . 1986: myocardial infarction, full recovery / No subsequent investigation.Social History: Smoking for 50 years ,the amount is about half a cigarette case per day. Never drink. Born and lives in Beijing, Never been to area of pestilence. Married for 45 years with 2 children and both of them are healthy.Family history: No family history of chronic disease and genetic disease.Review of SystemsRespiratory system: Same as the history of present illness.Gastrointestinal tract: No current indigestion. No vomiting/ dysphagia/ diarrhea/ constipation/ abdominal pain.Cardiovascular system: No current chest pain. No palpitation/loss of consciousness.Genitourinary system: No urinary systems.Nervous System: No headache/ syncope/ vertigo/ balance problem. No dizziness/ limb weakness/ sensory loss. No disturbance of vision/ hearing/ smell/ speech.Musculoskeletal system: No joint pain/ stiffness/ extremity pain/ decreased range of motion. No disability.Allergies History: penicillin-skin rashPhysical examinationT: 37.2℃R: 24bpm P: 101bpm BP: 110/60mmHgGeneral: well. No anemic looking. consciousness is clear. His action is free .Skin: No petechiae, purpura, Anlcteric. No cutaneas Lesions or rashes. His feet is Ⅱdegree edema .Nodes: Surface nodes unpalpable.Eyes: conjunctive normal.No icterus, hemorrhage. Lids without lesions. Pupils equal, round and react to light and accommodation.Neck: Supple, Trachea midline. Thyroid not enlarged and without nodules. Jugular veins flat. Venous pulses normal.Chest: Tubbish chest contour. No catfale, pain.Lungs: Inspection:respiration equal,24bpm,rhythm regular.Palpation:with symmetrical full expansion.No thrills.Percussion:No percussion dullness.Auscultation: coarse. Sometimes there are moist and dry rales in both lungs. There is no sounds of pleural friction.Heart: Inspection: No visible lifts.Palpation:rate:101bpm. Rhythm is regular. No lifts thrills,heaves.Percussion: Heart border normal as follows:Right(cm) Rib Left(cm)2 Ⅱ 22 Ⅲ 4.53 Ⅳ 6Ⅴ8MCL=8cmAuscultation: rate:101bpm,rhythm is irregular, P 2> A 2. No splitting of heart sound.No cardiac murmurs or pericardial sound.Abdomen: Inspection:No scars or visible masses.Venous pattern normal.Palpation: Soft, no pain, mass, thill or fluid wave. Liver and spleen not palpable.Percussion:Liver sonant normal.Auscultation:Bowel sound 3bpm.No bruit.Nerve: Higher function normal.Cranial nervesⅰ-Ⅻ: normal.Upper and lower limbs: power, tone, coordination, sensation all normal.Laboratory and diagnostic testsBlood routing: WBC 12500/mm3, N 82.2%.Arterial blood-gas : PH 7.35 PO2 58mmHg PCO2 70mmHg BE 5mmol/L.X-RAY: The veins of 2 pumonarys are coarse and irregular, right-lower pulmonary arterialtrunk >15mmHg, cardiac apex being globular appearance and more elevated and emphysema. Summary70-year-old male smoker with a family history and previous history of chronic bronchitis, presents with 20-year history of cough, sputum, wheeze and got worse for 3-day, which is unrelieved by ampicillin and aminophylline. On examination, there are moist and dry rales in both lungs.Blood routing: WBC 12500/mm3, N 82.2%.X-RAY: The veins of 2 pumonarys are coarse and irregular, right-lower pulmonary arterial trunk >15mmHg, cardiac apex being globular appearance and more elevated and emphysema.The most likely diagnosis is an acute episode of COPD(chronic obstructive pulmonary disease).Diagnosis: Acute episode stage of COPD(chronic obstructive pulmonary disease)Chronic bronchitisObstructive emphysemaChronic pulmonary heart diseaseDecompensation stage of cardiac and lung functionsType 2 respiratory failureCoronary heart diseaseOld myocardial infarctionSinus heart rateHeart border normalCardiac function 2 classicHypertension 3 classic2 type Diabetes mellitusDr. XXA Sample of Complete HistoryPATIENT'S NAME: Mary SwanCHART NUMBER: 660518DATE OF BIRTH:10-5-1993SEX: FemaleDATE OF ADMISSION: 10-12-2000DATE OF DISCHARGE: 10-15-2000Final Discharge SummaryChief Complaint:Coughing, wheezing with difficult respirations.Present Illness:This is the first John Hopkins Hospital admission for this seven-year-old female with a history of asthma since the age of 3 who had never been hospitalized for asthma before and had been perfectly well until three days prior to admission when the patient development shortness of breath and was unresponsive to Tedral or cough medicine.The wheezing progressed and the child was taken to John Hopkins Hospital Emergency Room where the child was given epinephrine and oxygen. She was sent home. The patient was brought back to the ER three hours later was admitted.Past History:The child was a product of an 8.5-month gestation. The mother had toxemia of pregnancy. Immunizations: All. Feeding: Good. Allergies: Chocolate, dog hair, tomatoes.Family History:The mother is 37, alive and well. The father is 45, alive and well. Two sibs, one brother and one sister, alive and well. The family was not positive for asthma, diabetes, etc.Review of Systems:Negative except for occasional conjunctivitis and asthma.Physical Examination on Admission:The physical examination revealed a well-developed and well-nourished female, age 7, with a pulse of 96, respiratory rate of 42 and temperature of 101.0℉. She wasin a mist tent at the time of examination.Funduscopic examination revealed normal fundi with flat discs. Nose and throat were somewhat injected, particularly the posterior pharynx. The carotids were palpable and equal. Ears were clear. Thyroid not palpable. The examination of the chest revealed bilateral inspiratory and expiratory wheezes. Breath sounds were decreased in the left anterior lung field. The heart was normal. Abdomen was soft and symmetrical, no palpable liver, kidney, or spleen. The bowel sounds were normal. Pelvic: Normal female child. Rectal deferred. Extremities negative.Impression:Bronchial asthma, and pharyngitis.Laboratory Data:The white count on admission was 13,600 with hgb of 13.0. Differential revealed 64 segs and 35 lymphs with 3 Eos. Adequate platelets. Sputum culture and sensitivity revealed Alpha hemolytic streptococcus sensitive to Penicillin. Chest x-ray on admission showed hyperaeration and prominent bronchovascular markings. The child was started on procaine Penicillin 600,000 unites IM q.d in accordance with the culture and sensitivity of the sputum.Hospital Course:The child was given Penicillin IM as stated above. Ten drops of Isuprel were added to the respirator every 2 hours. The patient improved steadily. She took her diet well. She was discharged on 10-15-2000 in good condition.Operation procedure: noneCondition on discharge: ImprovedDiagnosis: Asthma. Pharyngitis. Possible right upper lobs pneumonia.。

医学英语病历范文

医学英语病历范文Medical RecordPatient Information:Name: John SmithAge: 45Gender: MaleDate of admission: [Date]Date of birth: [Date]Weight: [Weight]Height: [Height]Chief complaint:Mr. Smith presents with a severe headache that has been ongoing for the past two days.History of present illness:The patient reports experiencing a sudden onset of throbbing headache, localized primarily on the left side of his head. The pain is aggravated by physical exertion and is accompanied by nausea and sensitivity to light and sound. The patient denies any recent head trauma or sinus congestion. Over-the-counter pain relievers have provided minimal relief.Medical history:Mr. Smith has a history of hypertension, for which he takes medication. He does not have any known allergies, and there is no family history of migraines or neurological disorders.Social history:The patient is a smoker, consuming approximately 10 cigarettes per day. He drinks alcohol in moderation, primarily on social occasions. He denies any illicit drug use. His occupation involves long hours of computer work.Physical examination:On examination, the patient appears to be in mild distress due to the headache. His vital signs are within normal limits. Neurological examination reveals no focal deficits, and his cranial nerves appear to be intact. There is no evidence of meningeal irritation. His neck is supple, and there is no nuchal rigidity. The remainder of the physical examination is unremarkable. Laboratory tests:Blood tests, including a complete blood count and comprehensive metabolic panel, were performed. All results were within normal limits.Imaging studies:A brain MRI was ordered to rule out any structural abnormalities. The scan revealed no evidence of intracranial hemorrhage, mass, or other abnormalities.Assessment and plan:Mr. Smith is presenting with a severe headache consistent with a migraine without aura. He will be prescribed a triptan medication for acute management of his headache. He will also be counseled on lifestyle modifications, including smoking cessation and stress reduction techniques. A follow-up appointment will be scheduled in two weeks to evaluate the effectiveness of the treatment plan.Additionally, the patient is advised to seek immediate medical attention if his symptoms worsen or if he develops any new neurological symptoms.Signature: [Physician's Name]Date: [Date]。

医学英语(完整版本)

3
How about your appetite? How bad is it? How far pregnant are you? How long has it been this way? How long has this been going on? How long have you been ill? How long have you been like this? How long have you had it? How long have you had this trouble?
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I’m aching all over. I’m afraid I’ve got a temperature. I’m feeling rather out of sorts these days. I’m having some trouble sleeping. I’m suffering from insomnia. I’m rather sick. I’m running a fever. I’m running a temperature. I’m under the weather.
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I feel like vomiting. I feel sick. I feel poorly. I feel rather unwell. I feel very bad. I feel so ill. I feel shivery and I’ve got a sore throat. I feel a dull pain in the stomach. I just feel all pooped out. I keep feeling dizzy.
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2. Telling a doctor how you feel

UNIT2临床医学英语

Speak clearly and patiently
Use simple language to explain procedures, risks, and treatment options to patients. Avoid medical jargon that may confuse or intimidate them.
Make connections with other healthcare professionals to exchange ideas, collaborate on projects, and expand your professional development opportunities.
Unit2 Clinical Medical English
目录 Contents
• Clinical Medical English Vocabulary • Clinical Medical English Sentence
Patterns • Clinical Medical English Literature
Share knowledge
Contribute to discussions by sharing your expertise and experiences, and seek opportunities to learn from others.
Build professional network
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02
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给出一般性建议
建议您保持充足的休息，避免过度劳累。
给出具体建议
建议您按时服药，并定期回诊复查。
给出注意事项
请注意观察病情变化，如有任何不适，请及时就医。

大学医学教案模板英语

---Course Title: University Medical EnglishCourse Code: MENG 101Department: Department of Medical EducationInstructor: [Instructor's Name]Course Duration: 15 WeeksClass Hours: 2 hours per weekObjective:To enhance students' proficiency in medical English, focusing on vocabulary, grammar, reading, writing, and communication skills relevant to the field of medicine. Students will be able to understand and communicate effectively in a medical context, both in English and through translation.---Week 1: Introduction to Medical EnglishObjective:- Introduce the course and its objectives.- Familiarize students with the structure of medical English.- Establish basic vocabulary and grammar concepts.Activities:1. Introduction: Briefly explain the importance of medical English in healthcare and research.2. Vocabulary Building: Introduce key medical terms related to the human body, diseases, and treatments.3. Grammar Overview: Discuss basic grammar rules relevant to medical English.4. Reading: Assign a short article on medical history for reading and discussion.5. Writing: Guide students in writing a simple medical report using new vocabulary and grammar.Homework:- Review the assigned vocabulary and grammar rules.- Prepare for the upcoming class discussion on the medical history article.---Week 2: Basic Anatomy and PhysiologyObjective:- Introduce fundamental anatomical and physiological concepts.- Develop vocabulary related to these topics.Activities:1. Lecture: Present a lecture on basic anatomy and physiology.2. Vocabulary Building: Introduce and practice new anatomical and physiological terms.3. Reading: Assign a passage from a medical textbook for reading and comprehension.4. Group Work: Divide students into groups to discuss and summarize the reading.5. Writing: Assign a short essay on the impact of anatomy and physiology on medical practice.Homework:- Review the anatomical and physiological terms.- Prepare a presentation on the assigned topic for the next class.---Week 3: Common Diseases and ConditionsObjective:- Introduce common diseases and conditions.- Enhance vocabulary and grammar related to diagnosis and treatment.Activities:1. Lecture: Discuss various common diseases and conditions.2. Vocabulary Building: Introduce medical terms related to diseases and conditions.3. Reading: Assign a case study for reading and analysis.4. Group Work: Students work in groups to analyze the case study and discuss the diagnosis and treatment.5. Writing: Assign a short report on the case study, focusing on the medical English used.Homework:- Review the medical terms related to diseases and conditions.- Prepare a summary of the case study for the next class.---Week 4: Medical Communication SkillsObjective:- Develop communication skills for medical professionals.- Practice active listening and effective communication techniques.Activities:1. Role Play: Students engage in role-playing scenarios to practice medical communication.2. Vocabulary Building: Introduce terms related to patient interaction and communication.3. Grammar Practice: Focus on grammar structures for expressing empathy and understanding.4. Group Discussion: Discuss effective communication strategies in medical settings.5. Writing: Assign a reflective essay on the importance of communication skills in medicine.Homework:- Review the medical communication terms and grammar structures.- Reflect on a personal experience with medical communication and prepare a summary for the next class.---Continuation of the Teaching Plan:Weeks 5-15 will follow a similar structure, focusing on different medical specialties such as surgery, cardiology, pediatrics, and psychiatry. Each week will include a combination of lectures, vocabulary building, reading, group work, and writing assignments, designed to enhance students' overall proficiency in medical English.Evaluation:- Participation and attendance: 10%- Vocabulary quizzes: 20%- Grammar exercises: 20%- Reading and writing assignments: 30%- Final project/presentation: 20%---This template can be customized according to the specific needs and requirements of the course and the students. Regular feedback and assessment will be provided to ensure continuous improvement in students' medical English skills.。

医学英语病历写作范文

医学英语病历写作范文Chief Complaint: Left leg pain with recent fall.History of Present Illness: The patient is a 65-year-old male who presents to the emergency department with a chief complaint of left leg pain. He states that he fell down a flight of stairs approximately 3 hours prior to presentation. He reports that he is in moderate to severe pain, which is localized to his left lower extremity. He denies any associated numbness or tingling. He has no prior history of leg pain or injury.Past Medical History: The patient has a history of hypertension, which is well-controlled with medication. He has no other significant medical history.Social History: The patient is married and has two children. He is a retired construction worker. He smokes one pack of cigarettes per day and drinks alcohol socially.Family History: The patient's father has a history of coronary artery disease. His mother has a history of Alzheimer's disease.Physical Examination:Vital signs: Blood pressure 140/80 mmHg, heart rate 80 bpm, respiratory rate 18 breaths per minute, temperature 98.6°F (37°C).General: The patient is in moderate distress due to pain. He is alert and oriented to person, place, and time.HEENT: Normocephalic and atraumatic. Pupils are equal and reactive to light. Extraocular movements are intact. No conjunctival injection or discharge. Tympanic membranes are intact and mobile.Neck: Supple with full range of motion. No masses or tenderness.Chest: Auscultation reveals clear breath soundsbilaterally. No wheezes, rales, or rhonchi.Cardiovascular: Regular rate and rhythm. No murmurs, rubs, or gallops.Abdomen: Soft and non-tender. No masses or organomegaly.Extremities: Left lower extremity: Examination reveals swelling and tenderness of the left knee. There is a palpable step-off deformity of the lateral aspect of theleft knee. Active and passive range of motion is limiteddue to pain. Distal pulses are palpable and capillaryrefill is brisk. Sensation is intact. Right lower extremity: Examination reveals no abnormalities.Neurological Examination:Mental status: Alert and oriented to person, place,and time. No deficits in attention, memory, or language.Cranial nerves: No deficits.Motor: Strength is 5/5 in both upper and lower extremities. No atrophy or fasciculations.Sensory: Sensation is intact to light touch, pinprick, and temperature in all four extremities.Diagnostic Studies:X-ray of the left knee: The X-ray shows a displaced lateral tibial plateau fracture.Assessment:Left knee pain.Displaced lateral tibial plateau fracture.Plan:The patient will be admitted to the hospital for further evaluation and treatment.He will be placed in a knee immobilizer and will be started on pain medication.Orthopedic surgery will be consulted for further management.。

医学教案模板英语版范文

Subject: MedicineGrade Level: Higher SecondaryCourse Duration: 1 HourTeaching Objectives:1. Knowledge Objective:- Students will understand the basic concepts of [Topic Name].- Students will be able to identify and describe the common symptoms, causes, and treatments of [Disease/Condition Name].2. Skill Objective:- Students will develop critical thinking skills by analyzing case studies related to [Disease/Condition Name].- Students will enhance their communication skills by participating in group discussions and presentations.3. Attitude Objective:- Students will develop a positive attitude towards learning medicine and health care.- Students will recognize the importance of preventive measures in maintaining good health.Teaching Aids:- PowerPoint presentation- Handouts- Case studies- Whiteboard and markers- Computer and projectorLesson Plan:I. Introduction (5 minutes)- Briefly introduce the topic and its relevance to healthcare.- Outline the objectives of the lesson.II. Lecture (20 minutes)- Discuss the basic concepts of [Topic Name].- Explain the anatomy and physiology related to [Disease/Condition Name].- Present the common symptoms, causes, and treatments of[Disease/Condition Name].- Use visual aids, such as diagrams and images, to enhance understanding. III. Case Study Analysis (15 minutes)- Distribute case studies related to [Disease/Condition Name].- Divide the class into small groups and assign each group a case study.- Instruct students to analyze the case study and identify the patient's symptoms, diagnosis, and treatment plan.- Allow each group to present their findings to the class.IV. Group Discussion (10 minutes)- Facilitate a group discussion on the case studies.- Encourage students to share their insights and ask questions.- Guide the discussion to address common misconceptions and clarify doubts.V. Presentation (10 minutes)- Select one or two groups to present their findings.- Provide feedback on the presentations, focusing on the strengths and areas for improvement.VI. Conclusion (5 minutes)- Summarize the key points covered in the lesson.- Reinforce the importance of preventive measures and early diagnosis in managing [Disease/Condition Name].- Assign homework to reinforce learning.Homework:- Students are required to research [Disease/Condition Name] and write a brief report on its causes, symptoms, and treatment options.- Encourage students to explore the impact of lifestyle factors on [Disease/Condition Name] and discuss ways to promote healthy habits.Assessment:- Evaluate students' understanding of the topic through class participation, group discussions, and presentations.- Assess students' research skills and writing abilities through the homework assignment.Additional Notes:- Adjust the lesson plan according to the class size and learning pace.- Incorporate interactive activities, such as role-playing and simulations, to enhance student engagement.- Encourage students to ask questions and seek clarification throughout the lesson.。

医学英语病历书写范文

医学英语病历书写范文Here's a sample of a medical English patient chart entry, written in an informal yet professional manner, adhering to the given requirements:The patient presented with complaints of persistent headache and occasional dizziness. He mentioned that the pain was localized to the left side of his forehead and tended to worsen with stress.On physical examination, I noticed a slight elevation in blood pressure, but other vital signs were within normal limits. The patient's neurological reflexes were intact.The patient mentioned a history of high blood pressure and was on regular medication for the same. However, he admitted to missing a few doses recently.We discussed possible causes of his headache, including stress, lack of sleep, and diet. I recommended lifestylemodifications and a follow-up visit if symptoms persisted.The patient expressed concern about the possibility of a more serious underlying condition. I assured him that while we need to be vigilant, his current symptoms are more likely to be related to lifestyle factors.I prescribed a mild pain reliever and advised him to monitor his blood pressure regularly. The patient seemed relieved after the consultation and thanked me for my time.Overall, the patient's condition seems manageable with lifestyle changes and regular monitoring. I'll recommend further testing if symptoms worsen or persist.。

医学英语课件讲课稿

Course Outline:1. Introduction to Medical English2. Basic Medical Terminology3. Common Medical Phrases and Expressions4. Listening Skills in Medical English5. Reading Skills in Medical English6. Writing Skills in Medical English7. Professional Communication in Healthcare8. Case Studies and Role-Playing9. Review and Practice---Introduction to Medical EnglishGood morning/afternoon, everyone. Welcome to the Introduction to Medical English course. My name is [Your Name], and I will be your instructorfor the next few weeks. In this course, we will explore the basics of medical English, which is essential for healthcare professionals who work in an English-speaking environment or with English-speaking patients.Objectives:- To familiarize participants with the basics of medical English.- To provide a foundation for understanding and using medical terminology.- To enhance communication skills in a healthcare setting.Why is Medical English Important?Medical English is a specialized form of English that is used in the healthcare industry. It is different from general English because itcontains specific vocabulary, phrases, and grammar structures that are unique to the medical field. Being proficient in medical English can help healthcare professionals:- Communicate effectively with patients, colleagues, and other healthcare providers.- Understand medical literature and research articles.- Provide high-quality patient care.- Navigate the healthcare system more efficiently.---Basic Medical TerminologyVocabulary Building:In this section, we will introduce some of the most common prefixes, suffixes, and root words used in medical terminology. These components form the building blocks of medical words.- Prefixes: Prefixes are added to the beginning of a word to modify its meaning. For example, "un-" means "not" or "opposite," as in "unconscious" (not conscious).- Suffixes: Suffixes are added to the end of a word to change its function or meaning. For example, "-ation" means "process" or "action," as in "inflammation" (the process of inflammation).- Root Words: Root words are the core of a medical term and carry the primary meaning. For example, "patho-" means "disease," as in "pathology" (the study of diseases).Example Words:- Patho- (disease): pathology, pathogen- Dia- (through): diaphragm, diameter- Cardi- (heart): cardiogram, cardiovascular- Thromb- (clot): thrombosis, thrombusActivity:Now, let's practice some exercises to reinforce our understanding of medical terminology.1. Identify the prefix, suffix, and root word in the following terms:- Neurology- Ischemia- Osteoporosis- Endocarditis2. Create new medical terms using the following prefixes, suffixes, and root words:- Prefix: "peri-" (around)- Suffix: "-oplasty" (surgery)- Root Word: "myo-" (muscle)---Common Medical Phrases and ExpressionsIn this section, we will cover some common phrases and expressions that are frequently used in medical settings.1. Greeting and Introduction:- Good morning/afternoon, how are you?- My name is [Your Name], and I am the [Your Position] on this team.- May I have your name and date of birth, please?2. Taking a Medical History:- Can you tell me about your medical history?- Have you ever had any allergies?- Do you have any chronic conditions?3. Common Medical Instructions:- Please take two tablets with water three times a day.- It is important to follow your treatment plan.- Avoid contact with others if you have a fever.4. Describing Symptoms:- I have a headache and a sore throat.- I feel dizzy and have a high fever.- I am experiencing chest pain.Activity:Let's practice using these phrases and expressions in a role-play scenario. Pair up with a fellow student and take turns being the patient and the healthcare provider.---Listening Skills in Medical EnglishListening is a crucial skill for healthcare professionals, as it allows us to understand patients' concerns and follow medical instructions.Strategies for Effective Listening:- Pay attention to key words and phrases.- Listen for tone and emphasis.- Take notes if necessary.- Ask clarifying questions if you are unsure about something.Activity:We will listen to a short audio clip of a patient describing their symptoms. After listening, we will discuss the information provided and answer some comprehension questions.---Reading Skills in Medical EnglishReading skills are essential for healthcare professionals to stay updated with the latest medical research and guidelines.Strategies for Effective Reading:- Skim the text to get an overview of the content.- Focus on headings, subheadings, and key points.- Look for keywords and phrases related to the topic.- Use dictionaries or online resources to understand unfamiliar terms.Activity:We will read a short article on a medical topic and answer some comprehension questions to test our reading skills.---Writing Skills in Medical EnglishWriting is an important skill for healthcare professionals, as it is often necessary to document patient information, write reports, and communicate with colleagues.Basic Writing Skills:- Use clear and concise language.- Follow a logical structure.- Use proper grammar and punctuation.- Include all relevant information.Activity:We will write a short report based on the information provided in the previous reading activity. We will focus on organizing the information and using appropriate medical terminology.---Professional Communication in HealthcareEffective communication is the cornerstone of patient care. In this section, we will discuss the importance of professional communication and provide some tips for improving communication skills.Key Points:- Listen actively and empathetically.- Use open-ended questions to encourage patient expression.- Provide clear and understandable instructions.- Maintain confidentiality and respect patient privacy.Activity:We will engage in a group discussion about common communication challenges in healthcare and brainstorm strategies for overcoming them.---Case Studies and Role-PlayingIn this section, we will apply our knowledge and skills to real-life scenarios. We will work in small groups to analyze case studies and practice role-playing exercises.Case Study:A patient presents to the emergency department with severe chest pain. As the healthcare provider, you need to assess the patient, gather information, and provide appropriate care.Role-Playing:Pair up with a fellow student and take turns being the patient and the healthcare provider. Practice taking a medical history, describing symptoms, and providing instructions.---Review and PracticeIn the final session, we will review the key concepts covered in the course and provide additional practice opportunities.Review Points:- Basic medical terminology- Common medical phrases and expressions- Listening and reading skills- Writing skills- Professional communicationPractice Activities:- Vocabulary review exercises- Listening comprehension exercises- Reading comprehension exercises- Writing exercises- Group discussions and role-playing---ConclusionThank you for participating in the Introduction to Medical English course. I hope that you have found this course informative and beneficial. Remember that proficiency in medical English is an ongoingprocess, and continuous practice and learning are essential. Best of luck in your future healthcare endeavors!---Additional Resources:- Medical English dictionaries- Online medical journals and resources- Language learning apps and websites- Professional healthcare organizations offering English language courses---This讲课稿涵盖了医学英语课程的主要内容和活动，旨在帮助学员建立医学英语的基础，提高他们的沟通能力，并为他们未来的职业生涯做好准备。

医学英语.doc

医学英语医学英语如下：intravenous digital subtraction angiography 静脉注射数字减影血管道镜术intravenous injection 静脉内注射intravenous stylet 静脉内管心针intravenous urography 静脉尿路造影术intraventricular 心室内的intraventricular pressure 心室内压力intravital staining 活体染色法intravital cryopencll 玻璃体内冷冻冰（眼用）intro- 人口，在内ihtroduce ①引进，引导②前言，绪论introducer ①插管器，导引器②喉管插入器introducing tampon forceps 导塞钳introduction 说明书，前言，绪论intromission 插入，输入introscope 内腔检视仪，内孔窥视仪intubate 插管，插入喉管intubation 插管（法）intubation canula 插管套管intubation forceps 插管钳intubation tube 插管intubator 插管器，喉管插入器intussusception 套叠，肠套叠intussusceptional reductor 肠套叠复位器intussusceptional replacing unit 肠套叠复位器in vacuo 在真空中invagination 凹入，折入，套叠invaginator ①套入器②疝复位器invalid chair 残废人椅invalid wheel chair 残废人轮椅invasive 侵害的，侵入的invention 发明，创造inventor 发明者，创造者inventory ①清单，存货单②设备，机器inversion 转换，逆转inverted biological microscope 倒置生物显微镜inverted cone 倒锥形inverted cone bur 倒锥形钻inverted image 倒像inverted microscope 倒置显微镜inverted research microscope 倒置研究显微镜inverted siphon 倒置虹吸管inverted specimen jar 倒置标本瓶inverter 倒相器，交换器，换流器inverting amplifier 倒相放大器inverting eyepiece 倒像目镜invest 包埋，围模，附于investigation ①调查，研究②调查报告investment 包埋法invisible light filter 不可见光滤光镜invisible spectrum 不可见光谱in vitro 在试管内，在活体外in vivo 在活体内，在生物体内invoice (abbr.inv.) 发票，发货单involuntary 不随意的，偶然的involve 包含，包括inward 内，向内的inwinter 强冷点Io(ionium)iodide 碘化物iodimetry 碘定量法iodine(abbr. I) 碘iodine catgut 碘肠线iodine consumption 耗碘量iodine flask 碘量瓶iodine number 碘值iodine number flask 碘量瓶iodine swab 碘酊拭子iodo- 碘iodochromic catgut 碘铬肠线iodoform 碘仿，三碘甲烷iodometer 碘量计iodo-saccharometer 碘糖量计iodoventriculography 碘剂脑室造影术ion 离子ion analyser 离子分析仪ion exchange 离子交换ion exchange chromatography 离子交换色谱法ion exchange columns 离子交换柱ion exchanger ①离子交换器②离子交换器ion exchange resin 离子交换树脂ion exchange resin demineralizer 离子交换树脂纯水器ion exchange water purifying apparatus 离子交换纯水器ionic activity 离子活度ionic model 离子模型ionic rays 离子射线ionic strength 离子强度ionic weight 离子量ionization 电离，游离，离子化ionization chamber 电离室，电离箱ionization constant 电离常数ionization meter 电离测量仪ionization vacuum gauge 电离真空压力计ioniza calcium andlyzer 钙离子分析仪ionizer 电离器，电离剂ion laser 离子激光器ion meter 离子计ionocolorimeter 氢离子比色计ionogram 电离图ionolyser 电离子分析器ionometer ①X 射线量计②离子计ionophoresis 离子电泳作用ionoscope （氧化亚氮）酸碱杂质测定器ionosphere 电离层ionotherapy 电离子渗入疗法ionotron 静电消除器ion selective electrode 离子选择电极ion source 离子源iontophoresis 电离子透入疗法iontoquantimeter ①X 射线量计②离子计iontoradiometer X 射线量计IP (iso-electric point) 等电点IPG (impedance plethysmography) 阻抗机积描记法IPSP (inhibitory postsynaptic potential) 抑制性实触后电位Ir (iridium) 铱ir- 不，无，非（同in-,但冠于r 字头的词前）iraser 红外激射器，红外激光irid-;irido- 虹膜iridal 虹膜的iridectome 虹膜刀iridectomy hook 虹膜钩iridectomy knife 虹膜切除刀iridectomy scissors 虹膜切开剪iridium(abbr. Ir) 铱iridoscope 虹膜镜iridotome 虹膜刀iris ①虹膜②隔膜，膜片③可变光阑iris aperture 可变光圈，可变光阑iriscorder 红外线电子瞳孔仪iris diaphragm 虹膜式光阑iris forceps 虹膜镊iris hook 虹膜钩iris knife 虹膜刀iris needle 虹膜针iris replacer 虹膜复位器iris scissors 虹膜剪iris spatula and hook 虹膜铲和针iron 铁iron lung 铁肺（德林氏人工呼吸器）iron mortar 铁研钵iron triangle 铁三角架irradiation 照光，辐射irradiator 辐照器，辐射器irregular 不规则的，无规律的irregular lighting 不规则照明irreversibility 不可逆性irrhythmia 心律失常，心律不齐irrigating canula 冲洗套管irrigating cystoscope 冲洗膀胱镜irrigating dilator ①灌注扩张器②尿道冲洗扩张器irrigating spoon 灌洗匙irrigating syringe 灌肠器irrigating tube 灌洗管irrigation 冲洗法irrigation catheter 冲洗导管irrigator 冲洗器irrigator bottle 灌洗瓶irrigoradioscopy 灌肠X 射线透视检查irrigoscopy 灌肠X 射线透视检查irritability 应激性，兴奋性irritation 刺激，兴奋IR spectrophotometer 红外线分光光度计IRV (inspiratory reserve volume) 吸气储备容量ISE (ion selective electrode) 离子选择电极iseikonia lens 影像平衡透镜island 岛，岛状物iso- 同，等，均匀isobar 等压线isobaric contraction 等压性收缩isochore 等容线（在等体积下温度气压关系曲线）isochrone 等时线，瞬压曲线isochronism 等时性isodose chart 等量表isoelectric focusing 等电聚焦isoelectric level 等电位（心电图基线）isoelectric line 等电线isoelectric point(abbr.IP) 等电点isoionic point 等电点isolation 绝缘，隔离isolation clothes 隔离衣isolation room 隔离室isolator 绝缘体，隔离器，隔离物isomer （同分）异构体isopanchromatic 正全色性的isoplanatic lens 等晕透镜isopotential 等电势的，等电的isopotential line 等势线isoscope 眼动测位镜，并行视线计isosmotic solution 等渗溶液isotachoelectrophoresis apparatus 等速电泳仪isotachophoresis 等速电泳isothermal line 等温线isotonic 等张的，等渗的isotonic contraction 等张收缩isotonicity 等渗性isotonic solution 等渗溶液isotonic transducer 等张收缩传感器isotope 同位素isotope analyzer 同位素分析器isotope colour scanner 同位素彩色扫描仪isotope function tester 同位素功能测定仪isotope scanner 同位素扫描仪isotope scintillation camera 同位素闪烁照像机isotope therapeutic apparatus 同位素治疗机isotope tracer 同位素示踪物isotopic tracer 同位素指示剂，示踪原子isotron 同位素分析器ISP(infrared spectrophotometer) 红外分光光度计item ①条，款，项目②产品，零件item number 品目号，项目号I.U.(international unit) 国际单位IUCD (intrauterine contraceptive device) 子宫内避孕器，节育环I.V. (intravenous) 静脉内的IV angiograpnic injector 心电管造影注射器Ivory separator 牙本质分离器IV pole 静脉输液架IVU (intravenous urography) 静脉尿路造影术J(Joule s equivalent) 焦耳氏当量(热功单位)jack ①插孔、插座②千斤顶,起重器jacket ①背心②套，盖，罩jacketed autoclave 蒸汽夹层压热器，蒸汽夹层高压釜jack panel 插孔板jack screw 螺旋正牙器jack switch 插接开关，插孔开关jamming 干扰台，干扰，抑制jamproof 抗干扰的japan 涂漆，漆器jar 缸，罐，瓶jaundice 黄疸jaw ①颌骨，颚，②叉头，夹片jaw crusher 颚式压碎机jaw force meter 咬合力计，颌力计jaw prop 支颌器jelly 冻胶，胶状物jerk 反射，反跳jet ①喷射②喷嘴，喷射器jetcorder 墨水喷射记录器（商品名）jetmizer 鼻用喷雾器job ①职业，工作②零件。

骨科医学英语

骨科医学英语全文共四篇示例，供读者参考第一篇示例：【骨科医学英语】骨科医学是研究和治疗与骨骼系统相关的疾病和损伤的一个分支。

骨科医生通过手术和非手术方法来治疗各种骨骼系统的问题，包括骨折、关节炎、韧带撕裂、肌肉拉伤等。

在骨科医学领域，医生使用一种特殊的英语术语来描述病情、诊断和治疗方法。

以下是一些常见的骨科医学英语术语及其解释：1. Fracture（骨折）：指骨骼的断裂或破裂。

骨折可以是部分断裂或完全断裂，可以是开放性（皮肤受伤）或闭合性（皮肤未受伤）。

2. Arthritis（关节炎）：是一种关节的疼痛和炎症性疾病。

常见的关节炎包括风湿性关节炎、类风湿关节炎和骨关节炎。

5. Osteoporosis（骨质疏松症）：是一种骨骼疾病，骨骼变薄且易碎。

这种疾病通常在中年或老年人中发生，特别是女性。

在进行骨科医学诊断和治疗过程中，医生通常会使用一些常见的英语短语和术语：1. X-ray（X光）：通过X射线检查来观察骨骼结构和骨折情况。

2. MRI（磁共振成像）：通过磁共振技术来查看软组织和骨骼结构，以帮助诊断和治疗骨科问题。

3. Physical therapy（物理治疗）：通过运动和手动技术来帮助恢复运动功能和减轻疼痛。

4. Orthopedic surgery（骨科手术）：通过手术来修复骨折、关节疾病和其他骨科问题。

5. Cast（石膏夹板）：用于固定骨折的装置，通常由石膏或塑料制成。

除了以上术语和短语，骨科医生还可能使用一些专业的医学英语术语来描述病情和治疗方法。

对于学习骨科医学英语的人来说，掌握这些术语和短语是非常重要的。

骨科医学是一个重要的医学领域，涉及到治疗和管理各种与骨骼系统相关的问题。

通过了解和掌握骨科医学英语，我们可以更好地理解和沟通骨科医生的诊断和治疗方法，从而更好地管理和治疗骨科问题。

希望以上内容对您有所帮助！第二篇示例：骨科医学英语是医学英语中的一个重要分支，主要涉及到与骨骼相关的疾病、症状、治疗和手术等内容。

医学英语教案模板范文

一、课程名称：医学英语二、教学目标：1. 学生能够掌握基本的医学英语词汇和短语。

2. 学生能够运用医学英语进行简单的医学术语交流。

3. 学生能够阅读和理解简单的医学英语文章。

4. 学生能够运用医学英语进行基本的病历记录和医嘱书写。

三、教学重点与难点：1. 教学重点：医学英语词汇、短语和常用句型。

2. 教学难点：医学术语的理解和运用，病历记录和医嘱书写的规范。

四、教学准备：1. 教师准备：多媒体课件、医学英语教材、病历记录模板等。

2. 学生准备：医学英语教材、笔记本、笔等。

五、教学过程：第一课时1. 导入（1）教师简要介绍医学英语的重要性，激发学生的学习兴趣。

（2）播放一段医学英语视频，让学生初步了解医学英语的发音和语调。

2. 新课导入（1）教师带领学生回顾已学过的医学英语词汇，为新课做好铺垫。

（2）介绍新课的主题，让学生对将要学习的医学英语内容有所了解。

3. 词汇教学（1）教师通过图片、实物等方式展示新课中的医学英语词汇，让学生直观地理解词汇含义。

（2）引导学生用所学词汇进行造句，巩固记忆。

4. 句型教学（1）教师展示新课中的常用句型，让学生跟读并模仿。

（2）学生分组练习，互相纠正发音和语调。

5. 小结（1）教师总结本节课所学内容，强调重点和难点。

（2）布置课后作业，巩固所学知识。

第二课时1. 复习（1）教师检查学生的课后作业完成情况，了解学生的学习进度。

（2）针对作业中存在的问题，进行个别辅导。

2. 新课导入（1）教师带领学生回顾上一节课所学内容，为新课做好铺垫。

（2）介绍新课的主题，让学生对将要学习的医学英语内容有所了解。

3. 病历记录教学（1）教师展示病历记录的模板，讲解病历记录的基本格式和注意事项。

（2）学生分组练习病历记录，教师巡视指导。

4. 医嘱书写教学（1）教师展示医嘱书写的模板，讲解医嘱书写的格式和注意事项。

（2）学生分组练习医嘱书写，教师巡视指导。

5. 小结（1）教师总结本节课所学内容，强调重点和难点。

医学英语-英文病例-范文

Case HistoryName: Meretrix Gender: FemaleAge: 40 Occupation: NurseBirth Place: Washington DC Marital Status: MarriedAddress: #112, Main Avenue, Washington DCReliability: Reliable Supplier: Patient herselfDate of Admission: 10am, Aug. 6th, 2006Date of Record: Aug. 6th, 2006C.C.:Palpitation and breathlessness after exertion for 7 years; edema of lower extremities for 4 daysH.P.I.:The patient got palpitation and breathlessness after overexertion and going upstairs alleviating after having a rest 7 years ago. Then she saw her doctor, and the roentgenography showed an enlargement of the heart; but it was so negligible that she was not treated. She came to Washington 5 years ago because of frequent bad colds due to bad weather conditions with strong cough which didn’t ameliorate with the disappearance of the palpitation and breathlessness but with orthopnea at night. She was once hospitalized with an injection of penicillin and glucose and had a rest of 2 weeks, thus propelling the symptoms. She complains of a flatulence without edema of lower extremities in the recent 2 years. One month ago, she was admitted to our hospital with sore throat, cough, hemoptysis, palpitation, breathlessness, and orthopnea due to a bad cold resulting from exhaustion. Antitussive and penicillin have been employed but it was in vain. Edema of lower extremities came into being in the recent 3 days or so; urine is little with a dark color; feces are not amorphous with once a day; dyspepsia and nausea are overt. Digitalis has not been used and good in mental status with infrequent insomnia.P.H.:The patient has been and is weak with frequent sore throat since her childhood. Shegot malaria 11 years ago with a medication of quinine and thus symptoms disappeared a week after with a recurrence and a similar treatment resulting in good outcome; no migrant rash was found. No histories of allergy to drug or food, of trauma or surgery, of blood transfusion. And we are not informed of a history of inoculation.Pers. H.:The patient was a Shanghaier and came to Washington DC 5 years ago. No visiting history to other places. She was an undergraduate. The patient is a housewife with a gasto of reading. She is quiet and not addicted to smoke or wine. SheF.H.:She married at the age of 24 and her husband is 39 now. Parents, a girl aged 10, and a boy aged 6 are all living and well.Mens. H.:614——4028P.E.:T. 38.0℃. P. 70. R. 30. B.P. 100/70mmHg.The patient stayed in bed in semi-reclining position. She looked actually ill, but remained conscious, and was well oriented to time, place, and person.Skin and Lymph Node: N.A.D. (No abnormality detected.)Head: There was flaring of the nares, but otherwise normal.Neck: Negative.Chest: Excursion decreased on the right side of the chest. Trachea in the midline. Heart: Disseminated rales in the fundi of the two lungs, especially the right lung. Lungs: Slightly increased fremitus, dull percussion note, diminished breath sound, and fine moist inspiratory rales were present on the right bases. The rest of the chest showed nothing special.Abdomen: Soft. Liver felt 1.5 cm below L.C.M. (lower costal margin) on the mid-clavicular line. Spleen not felt. Murphy’s sign weakly positive, withno palpable gall-bladder. No tenderness or mass elsewhere.Spine, Extremities, Rectum and External Genitalia: Nothing remarkable. Neurological Reflexes: Physiological reflexes normal. No pathological reflexes elicited. O.P.D. Lab. Findings (Out-Patient Department Laboratory Findings):Blood:W.B.C. 14,000/cmmD.B.C. P.M.N.82%, Lymph. 16%, M.1%R.B.C. 3,900,000/cmmHgb. 11 gmFeces:Dark yellow, slightly cloudy, acidic.Density 1.019Protein (+)Glucose (-)W.B.C. 5/HPMajor Diagnostic Evidence:1.History of streptococcal infection and a weak body.2.Symptoms and signs of heart failure and pulmonary edema.3.W.B.C. of 14,000 with 82% polys.Impression:1. Rheumatic valvular disease.Mitral stenosis complicated with mitral regurgitationAtrial fibrillationGrade III heart failure2. Acute onset of a chronic tonsillitis.Date: Aug. 6th, 2006Attending Physician____________。

大学医学英语教案模板全英文版(共4篇)

大学医学英语教案模板全英文版（共4篇）第1篇：英语教案全英文版英语教案范文全英文版【篇1：英文教案格式范例】教案科目：unit eight ：slavery gave me nothing to lose教学目的：this paage looks into racial problems from a different perspective.generally the black like to attack the discrimination against them, but the author from her personal experience comes to a different conclusion in a positive way.教学着重：study the language points and the western racial culture.教学方法：communicative teaching, free discuion and interaction.教学过程：1，warm-up activities(15 minutes)2.understanding the text (30 minutes)3.detailed studies of the text (50 minutes)4.grammar and exercises (25 minutes)作业1.question：how to bring facts to life？ 2.translation and after-cla reading..辅助手段：multimedia software教学内容：1.warm-up activities introductory remarks:step 1: show some pictures and watch a video, discu in groups.step 2: group discuion:1).what have you heard about the black in the states.2).have you ever experienced discrimination on a personal level?3).what are some things people can do to eliminate discrimination and prejudice?4).is there something we can do to protect human rights? 2.understanding the text1.analyze the structure of the paage.2.discu the three main parts: childhood experience, consciousne of her skin color, reflection of being a black.3.explore the social iues of the us; how to achieve succe out of unfavorable situation 3 detailed studies of the text词组知识概要：1.to be sth.else again2.to peer at3.to get pleasure out of sth.4.5.6.to give sb.generously of sth. 8.to suffer a huge change9.at one’s elbow 10.11.12.13.14.15.16.17.in company with18.to be bent under the weight of局部内容详述：1.up to/till/until (l.1) until 直到…up to now, mr scott has sent a great many requests for spare parts and other urgent meages from one garage to the other.到目前为止,斯科特先生从一次汽车修理部向另一次汽车修理部发送了大量索取备件的信件和其他紧急函件。

医学英语查房(详细)教学文案

D. 教学查房对话 teaching dialogue：在上下级医生之间进行；着重纠错
E. 小结 summary：主治医师对主任查房作应答，提出整改措施
6. figures
Director 主任 Visiting physician 主治医师 Chief resident 住院总医师
Residents 住院医师 Interns 实习医师 Patient 病人
5. procedures
A. 交班 morning meeting：住院总医师；外称 Senior Resident’s Morning Report
B. 引言 introduction：主治医师；提出重点查房病例，简述棘手问题
C. 病史报告 case presentation：实习医生，可有无诊断，诊治计划须系统
Misdeal 治疗不当
Resident: I assume that you blocked the neurogenic phase with atropine. How did you block the hormonal phase?
Director: I put down a Levin tube, and the patient on constant gastric suction.
解决学生实际问题 history: missing 不全 exam: mistake 不正 diagnosis: misdirect 不明 treatment: misdeal 不当
Missing 病史不全
Visiting Surgeon: Have you noticed his light color of his stool?
THANK YOU
Resident: This will keep the gastric contents from entering the duodenum and the production of secretin, which, in turn, would increase the liberation of pancreatic enzymes, thus adding to the insult.

医学英语作文及翻译

医学英语作文及翻译Title: The Role of Stem Cell Therapy in Modern Medicine。

Stem cell therapy, a revolutionary approach in modern medicine, holds immense promise for treating a myriad of diseases and injuries. Stem cells possess the remarkable ability to differentiate into various cell types, making them a potent tool for regenerative medicine. In this essay, we will explore the applications, challenges, and future prospects of stem cell therapy in healthcare.Firstly, let us delve into the diverse applications of stem cell therapy. One of the most notable uses is in the treatment of degenerative diseases such as Parkinson's, Alzheimer's, and multiple sclerosis. By replacing damagedor dysfunctional cells with healthy ones derived from stem cells, researchers aim to restore function and alleviate symptoms in affected individuals. Moreover, stem cell therapy shows great potential in repairing damaged tissues and organs, offering hope to patients with conditionsranging from heart disease to spinal cord injuries.However, despite its promises, stem cell therapy faces several challenges. Ethical concerns surrounding the use of embryonic stem cells have sparked debates worldwide. Additionally, ensuring the safety and efficacy of stemcell-based treatments remains a significant hurdle. Therisk of tumorigenesis and immune rejection necessitates rigorous testing and careful patient selection to minimize adverse effects. Furthermore, the high cost of treatment and limited accessibility pose barriers to widespread adoption, particularly in developing countries.Despite these challenges, the future of stem cell therapy appears promising. Advances in technology, such as induced pluripotent stem cells (iPSCs), offer a viable alternative to embryonic stem cells, circumventing ethical dilemmas while retaining therapeutic potential. Moreover, ongoing research endeavors aim to enhance the efficiency and safety of stem cell-based treatments through genetic engineering and innovative delivery methods. As our understanding of stem cell biology continues to deepen, wecan expect further breakthroughs in regenerative medicine.In conclusion, stem cell therapy represents a paradigm shift in healthcare, offering hope for millions of individuals suffering from debilitating diseases and injuries. While challenges persist, ongoing research and technological advancements hold the key to unlocking the full potential of this groundbreaking approach. By addressing ethical concerns, improving safety measures, and enhancing accessibility, we can harness the power of stem cells to usher in a new era of healing and regeneration in medicine.(Translated into Chinese):标题，干细胞治疗在现代医学中的作用。

医学英语病历报告书写(简易版)

⏹Case History⏹DefinitionA case history is a medical record of a patient’s illness. It records the whole medical case and functions as the basis for medical practitioners to make an accurate diagnosis and proposes effective treatment or preventive measures.Case histories fall into two kinds:in-patient case histories and out-patient case histories.⏹Language FeaturesHistory and Physical usually involves past tense ( for history of present illness, past medical history, family history and review of systems concerning past information), and present tense ( review of system, physical examination, laboratory data, and plans ). Structurally, noun phrases are frequently used in physical examination, and ellipsis of subject is very common in review of system.⏹In-patient Case HistoriesAn in-patient case history is also termed as History and Physical. It is an account of a patient’s present complaints with descriptions of his past medical history,and the description of the present conditions as well as physical examinations and impression about the conditions.FormatIt usually consists of chief complaint, history of present illness, past medical history, review of systems, physical examination, impression, family history, social history, medications, allergies, laboratory on admission, and plan. However, what parts are included depends on the needs.住院病人病历完整模式病历（Case History）(Name) 职业(Occupation)性别(Sex) 住址(Address)年龄(Age or DOB) 供史者(Supplier of history)婚姻(Marital status) 入院日期(Date of admission)籍贯(Place of birth) 记录日期(Date of record)民族(Race)主述(C.C.)现病史(HPI or P.I.)过去史(PMH or P.H.)社会活动史/个人史(SHx or Per.H.)家族史(FHx or F.H.)曾用药物(Meds)过敏史(All)To be continued系统回顾(ROS)体格检查(PE or P.E.)体温(T) 呼吸(R)血压(BP) 脉搏(P)一般状况(General status)皮肤黏膜(Skin & mucosa)头眼耳鼻喉(HEENT)颈部(Neck)胸部与心肺(Chest, Heart and Lungs)腹部(Abdomen)肛门直肠(Anus & rectum)外生殖器(External genitalia)四肢脊柱(Extremities & spine)神经反射(Nerve reflex)To be continued化验室资料(Lab data)(Blood test, Chem-7, EKG, EEG, X-ray examinations or X-ray slides, CT and NMR…)印象与诊断(Impression and diagnosis, or Imp)住院治疗情况记录(Hospital course)出院医嘱(Discharge instructions or recommendations)出院后用药(Discharge medications)医师签名(Signature)⏹Patterns and contents of an out-patient case historyContents: general data (GD), chief complaint (CC), present illness (PI), physical examination (PE), tentative diagnosis (TD) or impression (Imp), treatment (Rp), etc.An out-patient case history should be written in brief and to the very point. More abbreviations and noun phrases are used.⏹Sample of an out-patient case historyMale, 39 year oldCC: Fever, headache and cough for two days.PE: G.C. looks fair. Pharynx congested and tonsils enlarged. Chest and abdomen negative. Imp: U.R.I.Rp: Penicillin 400,000u. (i.m.) q.d. x 3 days.Aspirin 1 tab. t.i.d. x 2 days.Vit C 100 mg t.i.d. x 3 daysSignature ______⏹Chief Complaint (C.C.)⏹ 1. Sentence patterns in chief complaint•症状+for+时间•症状+of+时间+duration•症状+时间+in duration•时间+of+症状•症状+since+时间⏹Chief Complaint (C.C.)⏹ 2. Commonly-used complaints:•weakness, malaise, chills, fever, pain, headache, nausea and vomiting, diarrhea, neuro-psychiatric disorders, shortness of breath, bleeding or discharge,insomnia, stomachache, dyspepsia, no appetite, dysuria, cough, difficulty incoughing up sputum, sore throat, dizziness, palpitation, restlessness, etc.•弱点,不适感,发冷、发烧、疼痛、头痛、恶心、呕吐、腹泻、neuro-psychiatric紊乱、气短、出血或排放、失眠、胃痛,消化不良,没有胃口,排尿困难、咳嗽、咳痰、困难、喉咙痛、头晕、心悸、不安等。