How does your body respond to a broken bone?

Immune Response "activity"

Here is a link to the immune response activity we went through in class.

EPTAS after ch. 3 and 4

Prepare for an in-class discussion of these questions on Friday, when we will look at the results from the survey I sent out:

• What do you think about the mandate that limits residence to an 80 hour work week?
• Do you agree or disagree with Dr. Sander's take on it? 
• What benefits and costs do you see from this mandate? 
• What do you think could or should be done to address the costs? 
• Do you think that technology will help or hinder these problems/issues?

Please post your response to the following questions by Friday evening:

1. Dr. Sanders mentions several "unintended consequences of good medicine." Please pick one and elaborate/explain.
2. Dr. Sanders mentions the power of touch. What does she say about touch, and do your own experiences resonate with what she says? This article from 2006 explores a different aspect of touch,  medicine and the immune system. Taking both of these perspectives into account, if you were designing a training program for doctors, what might you have them do to prepare them for touching their patients?
3. The final statement in chapter 4 is very charged. Please address and assess Dr. Sander's assertion.

Video Introduction to the Immune System

EPTAS after ch. 1 and 2

After reading Chapter 1, what are some surprises or comments you have on how doctors really diagnose patients? Did you find the reading interesting? Scary? Reassuring? Please share your thoughts.

After reading Chapter 2, how did Dr. Fitzgerald go about determining her diagnosis? What mistake did she make? Why do you think happened? Was this a realistic scenario?

Alternative chapter 2 prompt:

At the end of chapter 2, we hear about a new program for Yale's students on their first day, and Dr. Angoff mentions a bridge of education. Please reflect on these questions:

1. How is your College Prep education changing you? What bridge are you crossing now?
   
2. How do you expect your university experience will change you? How is that bridge similar and different to the one you are crossing now? Which is more significant?
   
3. What important aspects of you do you want to hold onto?
4. As you think about potential careers, are there others (besides medicine) that cause a similar division between the practitioners and those they serve?
5. What are the costs & benefits of these divisions?
   

Muscles!

Good article on what causes muscle soreness, and what can help alleviate delayed-onset-muscle-soreness (DOMS).

Great NY times article on dynamic stretching - check out the video with the article!

Good website on the Physiology of Stretching.

Every Patient Tells a Story

After reading the Introduction-
Doctors are the mostly highly trained professionals in the world and still make diagnostic errors. What was the key step that allowed the doctor's to save Crystal's life? In light of the introduction, what might you do in the future to ensure doctors made the correct diagnosis and course of treatment? Or do you just trust the process and allow doctors to occasionally make mistakes?Please respond to this post before class on Thursday, March 17th.

Brain Rules!

After reading the chapter on Exercise (pdf) visit www.brainrules.net and investigate TWO of the rules. Then, write a brief summary of what you learned regarding the brain.

• Do these "rules" ring true for you?
• Are you going to change anything about your lifestyle now that you've read about these rules?
• According to the research presented on the site, how we might re-design the school day, the classroom, and the lecture?
• How might you change your study habits, or daily routine to take advantage of this research?

Please post your response by 3pm on Monday, March 7th.