Integrated Cardiopulmonary Pharmacology
Fourth Edition Colbert, Gonzalez III, © 2016, 449 pages
The new edition of Integrated Cardiopulmonary Pharmacology has been updated with a special focus on the latest available approved drugs in all therapeutic classifications. It employs the same user-friendly writing style that has been well received in previous editions.
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Instructor's Manual
The Instructor's Manual consists of chapter summaries, learning objectives, key terms, chapter and lecture outlines, answers to textbook review questions, lecture suggestions and classroom activities to better assist you with your teaching curriculum.Selected Answers from Textbook
The Selected Answers from Textbook section contains solutions for the “Time for Review” and “Review” questions found within each chapter.PowerPoint Slides - Ch 1-8
This PowerPoint slide set combines figures, tables and text to further illustrate the principles discussed in the text.PowerPoint Slides - Ch 9-15
This PowerPoint slide set combines figures, tables and text to further illustrate the principles discussed in the text.Test Bank
The Test Bank contains questions in a variety of formats including multiple choice, true/false, short answer, and essay questions.Test Bank (Blackboard)
The Test Bank contains questions in a variety of formats including multiple choice, true/false, and essay questions. This file is an archive of per-chapter zipped Blackboard pool files.Test Bank (QTI)
The QTI Test Bank contains multiple choice and true/false questions. This file is an archive of per-chapter zipped QTI IMS files.Excerpts
The available Excerpts are listed below:
Description
About The Book
The fourth edition of this text has an interesting backstory. After publishing the first three editions, Pearson Publications discontinued their line of respiratory textbooks. As authors, we were gratified by the success of the first three editions and were eager to find a new publisher for the fourth edition. We were very fortunate to find BVT Publishing, whose philosophy of publishing high quality yet affordable textbooks geared towards the students matched our own.
Pearson deserves a great deal of credit and thanks for their professional help in making this transition a smooth one. We would also like to thank the BVT Publishing team, including Nate Shankles and Richard Schofield for their professionalism and enthusiastic support of this textbook; our copy editor Anne Schofield; and Shannon Conley and her design team who helped to pull everything together to create this fourth edition. Bruce Colbert wants to personally thank the University of Pittsburgh at Johnstown's Respiratory Care classes that continue to give input into the concept of this project and keep the vision student friendly.
Pharmacology is often perceived as one of the more difficult subjects in a medical curriculum. There are several possible explanations for this. First there are the difficult concepts and terms that are inherent to this subject. Second there is the massive amount of information that must be covered, which is often presented in a dry and highly technical manner. Finally this is a constantly evolving field of new breakthroughs, drugs, and delivery devices. We took all of these factors into account as we developed and pilot-tested this innovative project. So what makes this book unique and able to address these concerns?
First and foremost this truly is an integrated project this is not just a buzzword thrown into the title. The authors and publisher took very seriously the integrated aspect of this project and sought the interdisciplinary perspective offered by both pharmacists and respiratory therapists. The end result is a book that fully integrates both anatomy and physiology concepts and pathophysiology concepts in relationship to pharmacology and heavily integrates clinical practice and application in all the related therapeutic drug classifications. Moreover, it is integrated in the way the book is set up. Section One covers overall pharmacological principles, dosage calculations, the autonomic nervous system, and medication aerosol therapy to lay the groundwork for the specific drug categories found in Section Two (bronchodilators, mucokinetics, surfactants, anti-inflammatory, anti-asthmatics, anti-infective, cardiac, neuromuscular and therapeutic gases). Section Three then integrates and puts it all together to show the integrated approach to the management of COPD, asthma, infectious respiratory disease and advanced cardiac life support. All of this integrated material was then incorporated into the text in a style that does not distance the student from the material; the authors took very seriously the concept of writing and strove to encourage learning and relating the material, rather than massive memorization.
Finally there are some things we did not take so seriously. While we were serious about the contents, relevancy, and accuracy of the material, we also had fun writing, researching, and collaborating on this project. We utilized splashes of humor in this textbook, with the underlying idea that what is learned with humor is not readily forgotten. In addition we used a conversational writing style, rich with analogies to make the learning experience comfortable and relatable. In other words we wrote it for the students and not to impress our colleagues.
Special Textbook Features
Our goal is to continue to produce a truly introductory and interactive pharmacology text that students can connect with and use to learn pharmacology. Several features have been incorporated into the textbook to help accomplish that goal; they include the following:
Learning Hints and Controversies: These special features in each chapter ensure understanding of difficult concepts and stimulate further thought.
Clinical Pearls: Clinical pearls are also interspersed throughout the chapters to connect the knowledge and show the relevancy of learning the material. In addition numerous clinical applications are demonstrated to provide a real-world connection.
Patient and Family Education: Each chapter has a special box that discusses important education issues for both the patient and family.
Life Span Considerations: These boxes discuss issues that may affect the pediatric and geriatric populations pertaining to the concept or drug category being reviewed.
Key Terms: Key terms are boldfaced and in the glossary. Symbols, units, and abbreviations of medical terms are defined in the chapter opener for easy reference.
Review Questions: Periodic "Stop & Review" problems within each chapter help to ensure concept understanding before a student moves on to the next topic. Comprehensive questions' which build from multiple choice and matching questions to higher-level critical thinking and case study questions' are also included at the end of the chapter.
BVT Lab®: Provides two areas of support for instructors and students. The Student Study Center includes resources such as eBooks, study guides, practice quizzes, flashcards, chapter summaries, multimedia content, etc. and the Online Classroom incorporates gradebooks, discussion forums and delivery of online assignments, quizzes and exams.
New to this Edition
Working with BVT has given us the exciting challenge of redesigning the book to make it even more user friendly. We were also able to add the support of BVT Lab® to help support instructors and students alike. All materials have been updated with a special focus on the latest available approved drugs in all therapeutic classifications; more tables have been included to provide a concise list of drug categories, dosages, and special considerations; and new illustrations and photos have been added to facilitate visual learning. But it is very important to note what we did not change: We strove to maintain the same user friendly writing style that has been well received in the first three editions, and to keep the rich use of analogies that has helped students truly learn the material' rather than rely on massive short-term memorization.
The fourth edition of this text has an interesting backstory. After publishing the first three editions, Pearson Publications discontinued their line of respiratory textbooks. As authors, we were gratified by the success of the first three editions and were eager to find a new publisher for the fourth edition. We were very fortunate to find BVT Publishing, whose philosophy of publishing high quality yet affordable textbooks geared towards the students matched our own.
Pearson deserves a great deal of credit and thanks for their professional help in making this transition a smooth one. We would also like to thank the BVT Publishing team, including Nate Shankles and Richard Schofield for their professionalism and enthusiastic support of this textbook; our copy editor Anne Schofield; and Shannon Conley and her design team who helped to pull everything together to create this fourth edition. Bruce Colbert wants to personally thank the University of Pittsburgh at Johnstown's Respiratory Care classes that continue to give input into the concept of this project and keep the vision student friendly.
Pharmacology is often perceived as one of the more difficult subjects in a medical curriculum. There are several possible explanations for this. First there are the difficult concepts and terms that are inherent to this subject. Second there is the massive amount of information that must be covered, which is often presented in a dry and highly technical manner. Finally this is a constantly evolving field of new breakthroughs, drugs, and delivery devices. We took all of these factors into account as we developed and pilot-tested this innovative project. So what makes this book unique and able to address these concerns?
First and foremost this truly is an integrated project this is not just a buzzword thrown into the title. The authors and publisher took very seriously the integrated aspect of this project and sought the interdisciplinary perspective offered by both pharmacists and respiratory therapists. The end result is a book that fully integrates both anatomy and physiology concepts and pathophysiology concepts in relationship to pharmacology and heavily integrates clinical practice and application in all the related therapeutic drug classifications. Moreover, it is integrated in the way the book is set up. Section One covers overall pharmacological principles, dosage calculations, the autonomic nervous system, and medication aerosol therapy to lay the groundwork for the specific drug categories found in Section Two (bronchodilators, mucokinetics, surfactants, anti-inflammatory, anti-asthmatics, anti-infective, cardiac, neuromuscular and therapeutic gases). Section Three then integrates and puts it all together to show the integrated approach to the management of COPD, asthma, infectious respiratory disease and advanced cardiac life support. All of this integrated material was then incorporated into the text in a style that does not distance the student from the material; the authors took very seriously the concept of writing and strove to encourage learning and relating the material, rather than massive memorization.
Finally there are some things we did not take so seriously. While we were serious about the contents, relevancy, and accuracy of the material, we also had fun writing, researching, and collaborating on this project. We utilized splashes of humor in this textbook, with the underlying idea that what is learned with humor is not readily forgotten. In addition we used a conversational writing style, rich with analogies to make the learning experience comfortable and relatable. In other words we wrote it for the students and not to impress our colleagues.
Special Textbook Features
Our goal is to continue to produce a truly introductory and interactive pharmacology text that students can connect with and use to learn pharmacology. Several features have been incorporated into the textbook to help accomplish that goal; they include the following:
Learning Hints and Controversies: These special features in each chapter ensure understanding of difficult concepts and stimulate further thought.
Clinical Pearls: Clinical pearls are also interspersed throughout the chapters to connect the knowledge and show the relevancy of learning the material. In addition numerous clinical applications are demonstrated to provide a real-world connection.
Patient and Family Education: Each chapter has a special box that discusses important education issues for both the patient and family.
Life Span Considerations: These boxes discuss issues that may affect the pediatric and geriatric populations pertaining to the concept or drug category being reviewed.
Key Terms: Key terms are boldfaced and in the glossary. Symbols, units, and abbreviations of medical terms are defined in the chapter opener for easy reference.
Review Questions: Periodic "Stop & Review" problems within each chapter help to ensure concept understanding before a student moves on to the next topic. Comprehensive questions' which build from multiple choice and matching questions to higher-level critical thinking and case study questions' are also included at the end of the chapter.
BVT Lab®: Provides two areas of support for instructors and students. The Student Study Center includes resources such as eBooks, study guides, practice quizzes, flashcards, chapter summaries, multimedia content, etc. and the Online Classroom incorporates gradebooks, discussion forums and delivery of online assignments, quizzes and exams.
New to this Edition
Working with BVT has given us the exciting challenge of redesigning the book to make it even more user friendly. We were also able to add the support of BVT Lab® to help support instructors and students alike. All materials have been updated with a special focus on the latest available approved drugs in all therapeutic classifications; more tables have been included to provide a concise list of drug categories, dosages, and special considerations; and new illustrations and photos have been added to facilitate visual learning. But it is very important to note what we did not change: We strove to maintain the same user friendly writing style that has been well received in the first three editions, and to keep the rich use of analogies that has helped students truly learn the material' rather than rely on massive short-term memorization.