A Case Oriented Approach Towards Biochemistry

A Case Oriented Approach Towards Biochemistry

A Case Oriented Approach Towards Biochemistry

Presented as case studies, this book provides students with up to date, logical coverage of basic biochemistry with normal and abnormal aspects of physiological chemistry. Each section features case studies discussing different disorders and conditions in topics including chemistry and metabolism of carbohydrates, lipids, amino acids, proteins and nucleotides, as well as vitamins, minerals, hormones, diet and detoxification. Each case is presented in a problem-solving approach, describing the history, clinical manifestations and laboratory findings of the disease, assisted by detailed illustrations. The final sections offer normal laboratory reference values and case studies and answers for self assessment. Key points Case studies presented in problem solving approach covering history, clinical manifestations and laboratory findings of biochemistry of different diseases and conditions Separate sections dedicated to AIDS, cancer, molecular biology, organ function tests and water and electrolyte imbalance Includes normal laboratory reference values and case studies for self assessment

Biochemical Education

The purpose of the present text is to distil the experience of a number of workers active in the field of biochemical education, so providing readable accounts which, it is hoped, will be of significant benefit to those who are new to the teaching profession in addition to those who may be stimulated to experiment with alternative strategies in their own teaching situation. From the various contributions considered in this book, each topic, in its widest sense, would warrant at least a volume on its own and indeed such texts are currently available. However, it was felt more appropriate to restrict the coverage to those aspects which are of particular use to the subject of biochemistry and, for which, work in this area has already achieved some measure of success. In effect what each of us is doing is supplying findings from a body of knowledge collectively called educational technology. Without entering the debate on the semantics of what educational technology is or is not, it doesn't take long to realise that, like the vast majority of subject areas, it has its own unique terminologies and vocabulary. Whilst it is inevitable that such terms will appear throughout the text, hopefully all will be explained on first use and so it is not envisaged that this will be too distractive to the reader.