Input: what are the major functions of the complement system? [Inflammatory response]

Output: enhanced phagocytosis increased vascular permeability chemotaxis cellular lysis

Inflammation and Wound Healing Flashcards - Cram.com


Input: _____can be synthesized from the phospholipids of cell membranes of most body tissues, including blood cells [Inflammatory response]

Output: prostaglandins (PGs)

Inflammation and Wound Healing Flashcards - Cram.com


Input: consists of fluid and leukocytes that move from the circulation to the site of injury. [Inflammatory response]

Output: exudate

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the local response to inflammation? [Inflammatory response]

Output: redness heat pain swelling loss of function

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the systemic manifestations of inflammation? [Inflammatory response]

Output: increased WBC with a shift to the left malaise nausea and anorexia increased pulse and respiratory rate fever

Inflammation and Wound Healing Flashcards - Cram.com


Input: the onset of fever is triggered by the release of [Inflammatory response]

Output: cytokines

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the beneficial aspects of fever? [Inflammatory response]

Output: increased killing of microorganisms, increased phagocytosis by neutrophils, and increased proliferation of T cells. also enhances the the activity of interferon

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the basic types of inflammation? [Inflammatory response]

Output: acute subacute chronic

Inflammation and Wound Healing Flashcards - Cram.com


Input: in acute inflammation, when does healing occur? [Inflammatory response]

Output: 2-3 weeks

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the predominant cell type in acute inflammation? [Inflammatory response]

Output: Neutrophils

Inflammation and Wound Healing Flashcards - Cram.com


Input: what happens with subacute inflammation, and what is an example? [Inflammatory response]

Output: it has the same features of the acute process but lasts longer; ex: infective endocarditis;

Inflammation and Wound Healing Flashcards - Cram.com


Input: how long does subacute inflammation persist? [Inflammatory response]

Output: weeks or months

Inflammation and Wound Healing Flashcards - Cram.com


Input: how long does chronic inflammation last for? [Inflammatory response]

Output: weeks, months, or even years

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the predominant cell types present at the site of inflammation for chronic inflammation? [Inflammatory response]

Output: lymphocytes and macrophages

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are examples of chronic inflammation? [Inflammatory response]

Output: Rheumatoid arthritis and TB

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are the two components of the healing process? [Inflammatory response]

Output: regeneration repair

Inflammation and Wound Healing Flashcards - Cram.com


Input: The replacement of lost cells and tissues with cells of the same type [Inflammatory response]

Output: Regeneration

Inflammation and Wound Healing Flashcards - Cram.com


Input: healing as a result of lost cells being replaced by connective tissue [Inflammatory response]

Output: Repair

Inflammation and Wound Healing Flashcards - Cram.com


Input: which organ injuries are typically followed by rapid regeneration? [Inflammatory response]

Output: skin, lymphoid organs, bone marrow, and mucous membranes of the GI, urinary and reproductive tracts.

Inflammation and Wound Healing Flashcards - Cram.com


Input: which organs have stable cells that retain their ability to regenerate but do so only if the organ is injured? [Inflammatory response]

Output: liver, pancreas, kidney, and bone cells

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are the three types of healing with Repair? [Inflammatory response]

Output: primary intention secondary intention tertiary intention

Inflammation and Wound Healing Flashcards - Cram.com


Input: healing takes place when wound margins are neatly approximated, such as in a surgical incision or a paper cut [Inflammatory response]

Output: Primary intention

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the three phases of Primary intention healing? [Inflammatory response]

Output: Initial granulation scar contracture

Inflammation and Wound Healing Flashcards - Cram.com


Input: what happens in the initial phase of primary intention healing? [Inflammatory response]

Output: approimation of incision edges; migration of epithelial cells; clot serving as meshwork for starting capillary growth

Inflammation and Wound Healing Flashcards - Cram.com


Input: what happens in the granulation phase of primary intention healing? [Inflammatory response]

Output: migration of fibroblasts; secretion of collagen; abundance of capillary buds; fragility of wound

Inflammation and Wound Healing Flashcards - Cram.com


Input: what happens in the scar contracture phase of primary intention healing? [Inflammatory response]

Output: remodeling of collagen; strengthening of scar

Inflammation and Wound Healing Flashcards - Cram.com


Input: How long is the initial phase of primary intention healing? [Inflammatory response]

Output: 3-5 days

Inflammation and Wound Healing Flashcards - Cram.com


Input: How long is the granulation phase of primary intention healing? [Inflammatory response]

Output: 5 days to 4 weeks

Inflammation and Wound Healing Flashcards - Cram.com


Input: How long is the scar contracture phase of primary intention healing? [Inflammatory response]

Output: 7 days to several months

Inflammation and Wound Healing Flashcards - Cram.com


Input: the scar may be more painful at this phase than in the granulation phase of primary intention healing? [Inflammatory response]

Output: scar contracture

Inflammation and Wound Healing Flashcards - Cram.com


Input: Secondary intention wounds occur from what type of injury? [Inflammatory response]

Output: trauma, ulceration, and infection that has large amounts of exudate and wide, irregular wound margins with extensive tissue loss.

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the major difference in primary and secondary intention healing? [Inflammatory response]

Output: the greater defect and the gaping wound edges with the secondary intention wounds.

Inflammation and Wound Healing Flashcards - Cram.com


Input: how does healing and granulation take place in the secondary intention wound? [Inflammatory response]

Output: it takes place from the edges inward and from the bottom of the wound upward until the defect is filled.

Inflammation and Wound Healing Flashcards - Cram.com


Input: Delayed primary intention healing that occurs with delayed suturing of a wound in which two layers of granulation tissue are sutured together [Inflammatory response]

Output: tertiary intention healing

Inflammation and Wound Healing Flashcards - Cram.com


Input: when does tertiary intention healing occur? [Inflammatory response]

Output: when a contaminated wound is left open and sutured closed after the infection is controlled. also occurs when a primary wound becomes infected, is opened, is allowed to granulate, and is then sutured.

Inflammation and Wound Healing Flashcards - Cram.com


Input: How can wounds be classified? [Inflammatory response]

Output: by their cause or by the depth of tissue affected

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are example of wound causes? [Inflammatory response]

Output: surgical or nonsurgical acute or chronic

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are examples of wound depth of tissue affected? [Inflammatory response]

Output: superficial partial thickness full thickness

Inflammation and Wound Healing Flashcards - Cram.com


Input: superficial wounds involve which layer of the skin? [Inflammatory response]

Output: epidermis only

Inflammation and Wound Healing Flashcards - Cram.com


Input: partial-thickness wounds involve which layer(s) of the skin? [Inflammatory response]

Output: They extend into the dermis

Inflammation and Wound Healing Flashcards - Cram.com


Input: Full-thickness wounds involve which layers of the skin? [Inflammatory response]

Output: have the deepest layer of tissue destruction involving the subcutaneous tissue and sometimes extend into the fascia and underlying structures such as muscle, tendon, or bone

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are the three different wound colors? [Inflammatory response]

Output: red yellow black

Inflammation and Wound Healing Flashcards - Cram.com


Input: Color classification of wounds can only be applied to which level of healing intention? [Inflammatory response]

Output: secondary

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are certain factors that can interfere with wound healing and lead to complications? [Inflammatory response]

Output: malnutriction, obesity, decreased blood supply, tissue trauma, smoking, drugs(corticosteroids +chemotherapy), wound debris such as necrotic tissue and infection.

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are some complications that may occur with healing? [Inflammatory response]

Output: hypertrophic scars and keloids contracture, dehiscence, excess granulation tissue, adhesions and major organ dysfunction.

Inflammation and Wound Healing Flashcards - Cram.com


Input: how do hypertrophic scars and keloid formation occur? [Inflammatory response]

Output: when the body produces excess collagen tissue

Inflammation and Wound Healing Flashcards - Cram.com


Input: an inappropriately large, red, raised, and hard scar [Inflammatory response]

Output: hypertrophic scar

Inflammation and Wound Healing Flashcards - Cram.com


Input: great protrusion of scar tissue that extends beyond the wound edges and may form tumor-like masses [Inflammatory response]

Output: Keloid

Inflammation and Wound Healing Flashcards - Cram.com


Input: is necessary for healing; a shortening of muscle or scar tissue results from excessive fibrous tissue formation, especially if the wound is near a joint [Inflammatory response]

Output: contracture

Inflammation and Wound Healing Flashcards - Cram.com


Input: contracture frequently occurs in an area that has what type of injury? [Inflammatory response]

Output: burn

Inflammation and Wound Healing Flashcards - Cram.com


Input: separation and disruption of previously joined wound edges [Inflammatory response]

Output: dehiscence

Inflammation and Wound Healing Flashcards - Cram.com


Input: Dehiscence usually occurs when? [Inflammatory response]

Output: a primary healing site bursts open

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are the three possible contributing causes of dehiscence? [Inflammatory response]

Output: infection may cause inflammatory process; granulation tissue may not be strong enough to withstand the forces imposed on the wound; obesity due to adipose tissue interfering with healing

Inflammation and Wound Healing Flashcards - Cram.com


Input: occurs when wound edges separate to the extent that intestines protrude through the wound [Inflammatory response]

Output: evisceration

Inflammation and Wound Healing Flashcards - Cram.com


Input: "proud flesh" is another term for what? [Inflammatory response]

Output: excess granulation tissue

Inflammation and Wound Healing Flashcards - Cram.com


Input: bands of scar tissue between or around organs [Inflammatory response]

Output: adhesions

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is needed to correct the negative nitrogen balance resulting from the increased metabolic rate? [Inflammatory response]

Output: protein

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is needed for the increased metabolic energy required in inflammation and healing? [Inflammatory response]

Output: carbohydrates

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is a necessary component in the diet to help in the synthesis of fatty acids and triglycerides, which are part of the cellular membrane? [Inflammatory response]

Output: fats

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is needed for capillary synthesis and collagen? [Inflammatory response]

Output: vit C

Inflammation and Wound Healing Flashcards - Cram.com


Input: what vitamins are necessary as coenzymes for many metabolic reactions? [Inflammatory response]

Output: B-complex vitamins

Inflammation and Wound Healing Flashcards - Cram.com


Input: which vitamin is needed in healing because it aids in the process of epithelialization? [Inflammatory response]

Output: Vit A

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the best management of inflammation? [Inflammatory response]

Output: the prevention of infection, trauma, surgery, and contact with potentially harmful agents

Inflammation and Wound Healing Flashcards - Cram.com


Input: which individuals are at risk for wound-healing problems? [Inflammatory response]

Output: malabsorption problems (crohn's, liver disease and GI surgery), deficient intake or high energy demands (malignancy, major trauma or surgery, sepsis, fever) and diabetes patients

Inflammation and Wound Healing Flashcards - Cram.com


Input: if a wound infection develops in a post-op patient, how soon will the vital signs show a change? [Inflammatory response]

Output: 3-5 days after surgery

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the most important aspect of fever management? [Inflammatory response]

Output: determining its cause

Inflammation and Wound Healing Flashcards - Cram.com


Input: a localized area (usually over a bony prominence) of tissue necrosis caused by unrelieved pressure that occludes blood flow to the tissues [Inflammatory response]

Output: pressure ulcer

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the most common site for pressure ulcers? [Inflammatory response]

Output: sacrum and heels

Inflammation and Wound Healing Flashcards - Cram.com


Input: What are factors that influence the development of pressure ulcers? [Inflammatory response]

Output: amount of pressure (intensity) length of time pressure is exerted on skin(duration) and the ability of the patient's tissue to tolerate the externally applied pressure

Inflammation and Wound Healing Flashcards - Cram.com


Input: pressure exerted on the skin when it adheres to the bed and the skin layers slide in the direction of body movement [Inflammatory response]

Output: shearing force

Inflammation and Wound Healing Flashcards - Cram.com


Input: Which patients are at a higher risk for the development of pressure ulcers? [Inflammatory response]

Output: elderly, incontinent, bed-or wheelchair-bound, or recovering from spinal cord injuries

Inflammation and Wound Healing Flashcards - Cram.com


Input: when can the "true" depth and stage of an ulcer be determined? [Inflammatory response]

Output: when enough slough and/or eschar is removed to expose the base of the wound.

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the most common complication of a pressure ulcer? [Inflammatory response]

Output: recurrence

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the score range on the braden scale? [Inflammatory response]

Output: 6-23

Inflammation and Wound Healing Flashcards - Cram.com


Input: what are the six subscales included in the braden scale? [Inflammatory response]

Output: sensory perception moisture, activity, mobility, nutrition and friction + shear

Inflammation and Wound Healing Flashcards - Cram.com


Input: what is the primary nursing responsibility [Inflammatory response]

Output: to identify patients at risk for developing pressure ulcers and implementing pressure ulcer prevention strategies for those identified as being at risk

Inflammation and Wound Healing Flashcards - Cram.com


Input: what remains the BEST treatment for pressure ulcers? [Inflammatory response]

Output: prevention

Inflammation and Wound Healing Flashcards - Cram.com


Input: which solutions should not be used to irrigate or clean a pressure ulcer? [Inflammatory response]

Output: Dakin's solution, acetic acid, povidone-iodine, hydrogen peroxide--because they are all cytotoxic.

Inflammation and Wound Healing Flashcards - Cram.com


Input: How much pressure (psi) should be used to adequately clean and irrigate a pressure ulcer? [Inflammatory response]

Output: 4 to 15 psi

Inflammation and Wound Healing Flashcards - Cram.com


Input: How can a nurse obtain 4 to 15 psi when irrigating or cleaning a pressure ulcer? [Inflammatory response]

Output: by using a 30 mL syringe and a 19 guage needle

Inflammation and Wound Healing Flashcards - Cram.com


Input: when should a wet-to-dry dressing be used for pressure ulcers? [Inflammatory response]

Output: only for mechanical debridement of the wound. Should never be used on a clean, granulating pressure ulcer

Inflammation and Wound Healing Flashcards - Cram.com


Input: micaceous olivaceous orchidaceous pandanaceous papilionaceous pennaceous Phaeophyceous piceous pomaceous predaceous

Output: foliaceous frumentaceous furfuraceous gallinaceous glumaceous herbaceous holosericeous iridaceous latericeous lateritious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: setaceous siliceous, silicious spadiceous sporaceous stercoraceous strobilaceous testaceous triticeous tufaceous tuffaceous

Output: proteinaceous pumiceous Rhodophyceous rosaceous saponaceous schorlaceous scoriaceous sebaceous sericeous

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: capacious capricious conscious contumacious delicious diecious dioecious edacious efficacious fallacious

Output: vinaceous Zygophyceous atrocious audacious auspicious autoecious avaricious bardacious bodacious bowdacious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: homoecious judicious loquacious lubricious luscious malicious mendacious meretricious minacious monecious

Output: ferocious fugacious gracious hellacious homoecious judicious loquacious lubricious luscious heteroecious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: rapacious sagacious salacious sequacious spacious specious suspicious tenacious tendencious veracious

Output: monoecious mordacious officious pernicious perspicacious pertinacious precious precocious predacious pugnacious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous

Output: alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: yay

Output: vicious vivacious voracious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous


Input: sympathetic innervation of the heart has its origins ___

Output: cord segments T 1-6

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: The parasympathetic innervation of the heart has its origins from ___

Output: Vagus Nerve

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: When the Ventricles are involved in production of pain, it tends to refer to

Output: C8 to T3 dermatomes

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: When the Atria are responsible for the pain, it tends to occur

Output: lower in the chest wall in the T4 to T6 dermatomes

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the posterior Chapman reflex points?

Output: Midway between the spinous process and the tips of the transverse processes in the space between the transverse processes of T2 & T3 bilaterally

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the anterior Chapman Myocardial Reflexes?

Output: 2nd intercostal space at the Sternal Border

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the posterior Chapman Myocardial Reflexes?

Output: The space between the transverse processes of T2 and T3 midway between the spinous process and the tip of the transverse process

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the anterior Chapman Adrenal Reflexes?

Output: Lateral Aspect of rectus abdominus at the level of the inferior margin of the costal margin

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the posterior Chapman Adrenal Reflexes?

Output: Intertransverse spaces on both sides of T11 and T12 midway between the spinous processes and transverse processes

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Severe Scoliosis with thoracic curve greater than ____ seriously compromises cardiac function

Output: 60-75 degrees

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Severe Kyphosis measuring greater than __ degrees compromises cardiac function

Output: 60 degrees

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Patients with flattening of the thoracic kyphosis or with postural crossovers in the upper thoracics, tend to develop _____ when subjected to other stressors

Output: tachyarrhythmias

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: triggerpoint located in the right pectoralis major muscle which serves an initiating or perpetuation role in Supraventricular tachyarrhythmias

Output: 5th intercostal space

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Abnormal gait patterns may increase cardiac work by up to ___%

Output: 300%

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Autonomics Innervation of the heart emanates from

Output: cord segments T1-T6

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Right sided fibers of the heart innervate ___

Output: right heart and sinoatrial (SA) node.

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Hypersympathecotonia in heart right sided fibers predisposes

Output: supraventricular tachyarrhythmias

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: autonomic heart Left sided sympathetic fibers innervate ___

Output: left heart and atrioventricular (AV) node

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Hypersympathecotonia in LEFT heart sympathetic fibers predisposes to

Output: ectopic foci and ventricular fibrillation

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Reduction in sympathetic tone in blood vessels produces

Output: relative vasodilation

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Vasculature of the arms receives its sympathetic supply from

Output: T2 to T8 levels

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Vasculature of the legs receives its sympathetic supply from

Output: T11 to L2 levels

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Vagus nerves have fibers join and course to them from

Output: C-1 & C-2 nerve roots

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Observation of patients has demonstrated that correction of high cervical somatic dysfunction results in

Output: transient increase in vagal tone followed by a reduction in vagal effect

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Right Vagus innervates what part of the heart?

Output: Sino Atrial Node

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Hyperactivity of the right vagus predisposes

Output: sinus bradyarrythmias

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Left Vagus innervates the ___

Output: Atrio Ventricular Node

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Hyperactivity of left vagus predisposes

Output: AV Blocks

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Deep pressure over the ______ on the skull will reflexly slow the heart

Output: occipitomastoid suture

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Lymphs Heart drains predominantly to the

Output: right lymphatic duct

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Lymphatic drainage from the heart and lungs is carried back to the heart primarily by the

Output: right lymphatic duct

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Head and neck Lymph drains to

Output: Right Jugular Trunk

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Heart, Lungs, Liver Lymph drain to

Output: Right Bronchomediastinal Trunk

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

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Input: Right Limb lymph drains to

Output: Right Subclavian Trunk

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Pleural causes of chest pain

Output: effusion, consolidation, bronchospasm, pulmonary embolism, pulmonary hypertension, pneumothorax, hemothorax, atelectasis, asthma, copd, pneumonia

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Musculoskeletal disorders of chest pain

Output: strain, sprain, contusion, fracture, costochondritis, fibrositis, myositis, thoracic outlet syndrome, diaphragmatic dysfunction, ankylosing spondylitis, disc disease

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Cardiac causes of chest pain

Output: coronary ischemia, myocardial infarction, arrhythmias

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Infections that cause chest pain

Output: viral, bacterial, parasitical, fungal, mediastinitis, pleurisy, interstitial pneumonitis, bronchitis, tracheitis

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: In CHF, lymphatic flow through the thoracic duct increases ___ times the resting level

Output: 3-40 times

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Acute MI autonomics Techniques are directed at dysfunctions located

Output: OA, C1, C2, T1 to T4 and R1 to R4

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Acute MI autonomics Paraspinal soft tissue techniques may be performed from

Output: T1 to L2 to generally diminish sympathetic tone and decrease peripheral vascular resistance

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Cranial Acute MI autonomics treatment is ___

Output: Treat dysfunction of the skull base and occipitomastoid suture, if present

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "Acute MI Lymphatics Apply indirect techniques to the_____ Apply _____ to assist inhalation and promote lymphatic flow Redome diaphragm using_____ technique "

Output: "Lymphatics Apply indirect techniques to the thoracic inlet Apply pectoral traction to assist inhalation and promote lymphatic flow Redome diaphragm using indirect AP diaphragm technique "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Autonomics treatment for hypertension is directed to

Output: "entire sympathetic bed (T1 to L2) to generally decrease peripheral vascular resistance Study of 100 hypertensive patients Drop of 33 mm Hg Systolic Drop of 9 mm Hg Diastolic "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: What are the chapman points for hypertension

Output: "Treat Posterior Adrenal Points Drop of 15 mm Hg Systolic Drop of 8 mm Hg Diastolic Serum Aldosterone decreased for 36 hours post-treatment "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "CHF Lymphatics Treat any restriction at the ____ Treat dysfunctions of the ___, _____, and rib cage _____ the diaphragm Apply thoracic, abdominal and pedal lymphatic pumps"

Output: "Lymphatic Treat any restriction at the thoracic inlet Treat dysfunctions of the thoracic spine, L1 to L3, and rib cage Redome the diaphragm Apply thoracic, abdominal and pedal lymphatic pumps "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: What OMT treatment was used for Post-Coronary Artery Bypass Graft

Output: "Balanced Ligamentous Tension Bilateral Posterior Thoracic Cage Release Indirect Myofascial Release of the Sternum Antero-Posterior Thoracic Cage Release Indirect Myofascial Release of the Diaphragm Antero-Posterior Diaphragm Release Occipito-Atlantal Decompression Condylar Decompression Rib Raising From the Head of the Table R1-5 only Sibson’s Fascia Release Direct Myofascial Release version "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Where are the anterior Chapman reflex points?

Output: "Close to the sternum in the second intercostal space bilaterally (between the second and third ribs)"

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "In the healthy heart, increased sympathetic tone _____ the force of contraction _____ the time of systole ______ ventricular output ______ the rate of contraction ______ the blood pressure "

Output: "In the healthy heart, increased sympathetic tone Increases the force of contraction Shortens the time of systole Increases ventricular output Increases the rate of contraction Raise the blood pressure "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Consequences of Increased Sympathetic Tone in cardiovascular

Output: "Vasospasm Increases morbidity following myocardial infarction Predisposes to arrhythmias Inhibits development of collateral circulation Adversely affects degree of recovery post-MI "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "Consequences of Increased Sympathetic Tone Vasomotor nerves are _____ _______ peripheral vascular resistance _______ cardiac work-load ________ tone implicated in essential hypertension due to vascular changes with the kidneys"

Output: "Vasomotor nerves are unopposed Increased peripheral vascular resistance Increased cardiac work-load Increased tone implicated in essential hypertension due to vascular changes with the kidneys"

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "Consequences of Increased Sympathetic Tone ______ lymphatic drainage _______ bronchodilation _______ gastrointestinal activity Transmits ____sensitive, ______sensitive, and ____ from the heart Is involved in almost all disease processes"

Output: "Diminished lymphatic drainage Increases bronchodilation Decreases gastrointestinal activity Transmits chemosensitive, mechanosensitive, and pain fibers from the heart Is involved in almost all disease processes "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: What is the Oculocardiac Reflex?

Output: "Pressure on the carotid body or the globe of the eye (Oculocardiac Reflex) will also slow the heart Slows heart by 5-13 bpm Will not slow at all in sympathecotonic patients"

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: Parasympathetics cause peripheral arteriolar vasodilation in select situations (5)

Output: "Vessels of Submaxillary Gland Vessels of Parotid Gland Vessels in the Blush Region of the Face Vessels in the tongue Vessels of the penis & clitoris (erection & engorgement)"

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: "Parasympathetics _____ heart rate and contractility ______ bronchoconstriction ______ gastrointestinal activity Only rarely causes _____ "

Output: "Decrease heart rate and contractility Increase bronchoconstriction Increase gastrointestinal activity Only rarely causes vasodilation "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: OMM Treatment for Acute Myocardial Infarction

Output: "General Use indirect methods or soft tissue techniques for at least first 72 hours post MI Somatic Search for right Pectoralis Major trigger point Treat if present "

Cardiovascular Lecture 1 OMM LECOM Flashcards - Cram.com

Vertebrae rotate towards visceral dysfunction


Input: [Air-bon gap (ABG)] Air conduction

Output: The course of sounds that are conducted to the inner ear by way of the outer ear and middle ear.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Audiogram

Output: A graphic representation of audiometric findings showing hearing thresholds as a function of frequency.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Audiometer (pure tone)

Output: A device for determining the thresholds of hearing. Pure tones at various frequencies are generated, and their levels are increased and decreased until thresholds are found. Outputs may include earphones for air-conduction testing, a bone-conduction vibrator for bone-conduction testing, and one or more loudspeakers for sound-field testing.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Audiometric Weber test

Output: An extension of the tuning-fork Weber test. The bone-conduction vibrator of the audiometer is applied to the forehead of a patient, and tones are presented above threshold. The patient is directed to respond by stating whether the tone was heard in the right ear, the left ear, or the midline.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Bekesy audiometry

Output: Automatic audiometry wherein patients track their own auditory thresholds for both pulsed and continuous pure tones by depressing a switch when the tone becomes audible and releasing it when the tone is inaudible. Results are traced on a special audiogram blank. This test is no longer popular.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Bone conduction

Output: The course of sounds that are conducted to the inner ear by way of the bones of the skull.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Calibration

Output: The electroacoustic or psychoacoustic determination that an audiometer is performing properly in terms of its acoustic output, attenuator linearity, frequency accuracy, harmonic distortion, and so on.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Central masking

Output: The shift in the auditory threshold of a tone produced by a noise in the opposite ear when the level of the noise is not sufficient to cause peripheral masking by cross-conduction.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Computerized audiometry

Output: The process of testing human hearing sensitivity by having computers programmed to present the stimuli and interpret the threshold results.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Critical band

Output: A portion of a continuous band of noise surrounding a pure tone. When the sound-pressure level of this narrow band is the same as the sound-pressure level of the tone, the tone is barely perceptible.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Cross-hearing

Output: The reception of a sound signal during a hearing test (either by air conduction or bone conduction) at the ear opposite the ear under test.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Distortional bone conduction

Output: The response to a sound stimulus evoked when the skull is deformed by a bone-conduction vibrator, distorting the cochlea and giving rise to electorchemical activity within the cochlea.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Effective masking (EM)

Output: The minimum amount of noise required just to mask out a signal (under the same earphone) at a given hearing level. For example, 40 dB EM will just mask out a 40 dB HL signal.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Electronic voltmeter

Output: A device for measuring differences in decibels and voltages.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Inertial bone conduction

Output: Stimulation of the cochlea caused by lag of the chain of middle ear bones, or inner ear fluids, when the skull is deformed, resulting in movement of the stapes in and out of the oval window.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Initial masking (IM)

Output: The lowest level of effective masking presented to the nontest ear. For air=conduction tests, this level is equal to the threshold of the masked ear; for bone-conduction tests the IM is equal to the air=conduction threshold of the masked ear plus the occlusion effect at each frequency.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Interaural attenuation (IA)

Output: The loss of energy of a sound presented by either air conduction or bone conduction as it travels from the test ear to the nontest ear; the number of decibels lost in cross hearing.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Masking

Output: The process by which the threshold of a sound is elevated by the simultaneous introduction of another sound.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Maximum masking

Output: The highest level of noise that can be presented to one ear through an earphone before the noise crosses the skull and shifts the threshold of the opposite ear.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Occlusion effect (OE)

Output: The impression of increased loudness of a bone-conducted tone when the outer ear is tightly covered or occluded.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Osseotympanic bone conduction

Output: The contribution to hearing by bone conduction created when the vibrating skull sets the air in the external ear canal into vibration, causing sound waves to pass down the canal, impinging on the eardrum membrane, and being conducted through the middle ear to the cochlea.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Overmasking (OM)

Output: Occurs when a masking noise presented to the nontest ear is of sufficient intensity to shift the threshold in the test ear beyond its true value. In overmasking, the masking noise crosses from the masked ear to the test ear by bone conduction.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Plateau

Output: The theoretical point in clinical masking at which the level of noise in the nontest ear may be raised or lowered about 15 dB without affecting the threshold of the signal in the test ear; the levels between undermasking and overmasking at which the true threshold of the test ear may be seen.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Pure-tone average (PTA)

Output: The average of the hearing levels at frequencies 500, 1000, and 2000 Hz for each ear, as obtained on a pure-tone hearing test. Sometimes the pure-tone average is computed by averaging the two lowest thresholds obtained at 500, 1000, and 2000 Hz.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Tactile response

Output: The response obtained during bone-conduction (and occasionally air-conduction) audiometry that signals have been felt, rather than heard, by the patient.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Threshold

Output: In audiometry, the level at which a stimulus, such as a pure tone, is barely perceptible. Usual clinical criteria demand that the level be just high enough for the subject to be aware of the sound at least 50% of the times it is presented.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Undermasking

Output: Occurs when a masking noise presented to the nontest ear is of insufficient intensity to prevent the test signal from being heard in that ear

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] White noise

Output: A broadband noise with approximately equal energy per cycle.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are the 5 factors to be aware of when performing audiometric testing?

Output: 1. the test equipment 2. the environment 3. the patient 4. the clinician 5. the test procedure

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the name of the equipment used to test hearing?

Output: audiometer

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is a diagnostic audiometer?

Output: An audiometer that has the capability of delivering a number of audiometric tests for the examiner.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are the output limits of the audiometer?

Output: The intensity limits (either lower or higher) that an audiometer can deliver.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are the lower intensity limits of an audiometer?

Output: 0 dB to -10 dB

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are the upper limits of an audiometer?

Output: Depends on the frequency. Lower frequencies of 125 and 250 Hz have a lower intensity maximum, as well as 8000 Hz. 500, 1000, 2000, & 4000 maximum is usually 100 dB.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Why are bone conduction intensity limits lower than air conduction?

Output: More power is needed to drive a bone conduction oscillator than the diaphragm in the air conduction outputs. When bone conduction is driven at high intensity levels, harmonic distortion can result.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Name 3 ways that ambient noise in the room can be attenuated:

Output: 1. earphone enclosures 2. receiver inserts 3. sound treated chambers.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] T/F: every precaution should be taken to ensure that the test environment is as quiet as possible.

Output: TRUE!

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are sound treated booths?

Output: An environment that has been designed, manufacture, and available for audiometric testing. They can be single walled or double walled. There are also one room and two room audiometric suites.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are some of the features of audiometric booths?

Output: 1. a window that provides visual communication between the two rooms. 2. electrical connections that pass through the two rooms. 3. a talkback device - microphone, amplifier and speaker, and/or earphone - that enables the examiner to hear the patient when they speak.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What age are most patients?

Output: All ages - very young to very old.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is exam reliability?

Output: An indication of the reliability of the audiogram. Indicated with good, fair, or poor. This indicates whether the patient was really performing adequately or whether there was doubt as to the validity of the test result.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Name four ways a patient can indicate if they've heard the auditory stimulus?

Output: 1. raise hand 2. raise a finger 3. push a signal button 4. verbally answer

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Who gives hearing examinations and what are their qualifications?

Output: Usually an audiologist. At least someone who has been properly trained, understands all of the factors that come into play on a successful audiometric test result - the patient, the equipment, the test procedure - and other factors that may come to bear.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What should an examiner obtain before conducting threshold testing?

Output: A complete case history needs to be obtained and an otoscopy performed.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Otoscopy

Output: visual examination of the auditory canal and the eardrum with an otoscope.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Why is an otoscopy performed?

Output: to rule out active pathological conditions and the potential for ear canal collapse caused by audiometric earphones.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the correct position for the patient to be sitting during an examination?

Output: The patient should sit facing slightly away from the clinician and the audiometer. The patient should not be able to observe visual cues from the clinician while they are being tested. A right angle to the clinician is best.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Why is it so important to give proper instructions to a patient?

Output: Depending on the instructions given, the patient's audiogram can differ by as much as 10 dB.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] When should the patient be instructed?

Output: Prior to putting on the headphones or through the microphone.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What language should be used during instructions?

Output: Understandable language! Avoid professional language that the client may not have knowledge of. Use words like "pitch" rather than "frequency" and "loudness" rather than "intensity".

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What ear is tested first?

Output: Usually the better ear, if it is known. If not, begin with the right ear.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is a negative response?

Output: When a patient fails to respond to a stimulus.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the difference between a true negative and a false negative response?

Output: True negative - the signal is actually not heard. False negative - the patient hears the signal but does not respond. Can be caused by a variety of factors.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Where should the center of the earphone be placed on the patient?

Output: Over the external auditory meatus or ear canal. Make sure the ear canal is not pressed up against a portion of the pinna or another part of the head. Also, make sure the tragus is not pushed inward blocking the sound.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Infection control

Output: Adherence to universal precautions and appropriate infection control procedures should be in place. Instrumentation coming into physical contact with the patient must be cleaned and disinfected after each use. The use of disposable acoustically transparent earphone covers or disposable insert earphone tips is recommended. Hand washing should be routine for the audiologist between patients.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the purpose of audiometric testing?

Output: To determine the threshold of the patient at every test frequency.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the minimum number of responses needed to determine the threshold of hearing?

Output: Two responses out of three presentations at a single level.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is used to chart a threshold?

Output: An audiogram.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] The x-axis is also called..

Output: the abscissa.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] The y-axis is also called...

Output: the ordinate.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What basic information is included on an audiogram?

Output: Information about the clinic - name, address, telephone number. Information about the patient - name, address, phone number, date of birth, date of examination, test results.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is a symbol legend?

Output: the key to symbols used on an audiogram.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] How are thresholds marked on an audiogram?

Output: A circle "O" in red for the right ear. An "X" in blue for the left ear. 3 Rs - red, right, round

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Air unmasked symbols

Output: Right: O Left: X

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Air masked symbols

Output: Right: triangle Left: square

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Bone unmasked symbols

Output: Right: < Left: >

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Bone masked symbols

Output: Right: [ Left: ]

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Sound field symbol

Output: S

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Symbol for "Aided" (patient is wearing hearing aides).

Output: A

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are "no response" symbols

Output: An arrow pointing down to the left or the right attached to the audiogram symbols indicting that you've reached the limit of the audiometer for that frequency and you have not been able to obtain a response from the patient.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Where do you record the symbols on the audiogram?

Output: The threshold is recorded on the frequency line where the frequency and the intensity in dB HL intersect.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What are the speech frequencies?

Output: between 500 to 2000 Hz

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] Why is the Pure Tone Average (PTA) useful?

Output: For predicting the threshold for speech as well as establishing the degree of communication impact imposed by a hearing loss.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is one of the ways we us the Pure Tone Average?

Output: To help define the degree of hearing loss.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the classification of loss?

Output: How we quantify the degree of a patient's hearing loss in terms of the level of the stimulus needed for them to respond to it.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is the classification of loss used for?

Output: Used for reporting the degree of hearing loss to the patient and also in the diagnostic reports that are written.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] How do we classify the degree of hearing loss?

Output: Normal hearing: 0-15 dB Slight Loss: 16-25 dB Mild Hearing Loss: 26-40 dB Moderate Loss: 41-55 dB Moderately Severe Loss: 56-70 dB Sever Hearing Loss: 71-90 dB Profound Hearing Loss: >90 dB

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Air-bon gap (ABG)] What is a sloping loss?

Output: A person with hearing loss usually has a different amount of loss at each frequency across the range of hearing. For example: a person may have normal hearing in the lower frequencies, a moderate loss in the mid-frequencies and a severe hearing loss in the higher frequencies.

USU COMD 3700 Lesson 5 Flashcards - Cram.com

The amount by which the air-conduction threshold of a patient exceeds the bone-conduction threshold at any frequency in the same ear.


Input: [Balanced exchange] a system of transfers in which the goal is either immediate or eventual equality in value.

Output: Balanced exchange

Anth 2 Chapter 5 terms Flashcards - Cram.com


Input: [Balanced exchange] Consumerism

Output: a mode of consumption in which people's demands are many and infinite and the means of satisfying them are insufficient and become depleted in effort to satisfy these demands.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a mode of consumption in which people's demands are many and infinite and the means of satisfying them are insufficient and become depleted in effort to satisfy these demands.

Output: Consumerism

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Consumption fund

Output: a category of a personal or household budget used to provide for consumption needs and desires

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a category of a personal or household budget used to provide for consumption needs and desires

Output: Consumption fund

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Expected reciprocity

Output: an exchange of approximately equally valued goods or services, usually between people roughly equal in social status.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] an exchange of approximately equally valued goods or services, usually between people roughly equal in social status.

Output: Expected reciprocity

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Generalized reciprocity

Output: exchange involving the least conscious sense of interest in material gain or thought of what might be received in return.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] exchange involving the least conscious sense of interest in material gain or thought of what might be received in return.

Output: Generalized reciprocity

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Leveling mechanism

Output: an unwritten, culturally embedded rule that prevents an individual from becoming wealthier or more powerful than anyone else.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] an unwritten, culturally embedded rule that prevents an individual from becoming wealthier or more powerful than anyone else.

Output: Leveling mechanism

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Market exchange

Output: the buying and selling of commodities under competitive conditions, in which the forces of supply and demand determine value.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] the buying and selling of commodities under competitive conditions, in which the forces of supply and demand determine value.

Output: Market exchange

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Mode of consumption

Output: the dominant pattern, in a culture, of using things up or spending resources in order to satisfy demand.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] the dominant pattern, in a culture, of using things up or spending resources in order to satisfy demand.

Output: Mode of consumption

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Mode of exchange

Output: the dominant pattern, in a culture, of transferring goods, services, and other items between and among people and groups.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] the dominant pattern, in a culture, of transferring goods, services, and other items between and among people and groups.

Output: Mode of exchange

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Money

Output: a medium of exchange that can be used for a variety of goods.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a medium of exchange that can be used for a variety of goods.

Output: Money

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Potlatch

Output: a grand feast in which guests are invited to eat and to receive gifts from the hosts.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a grand feast in which guests are invited to eat and to receive gifts from the hosts.

Output: Potlatch

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Pure gift

Output: something given with no expectation or thought of a return.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] something given with no expectation or thought of a return.

Output: Pure gift

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Redistribution

Output: a form of exchange that involves one person collecting goods or money from many members of a group, who then, at a later time and at a public event, "returns" the pooled goods to everyone who contributed.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a form of exchange that involves one person collecting goods or money from many members of a group, who then, at a later time and at a public event, "returns" the pooled goods to everyone who contributed.

Output: Redistribution

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] Trade

Output: the formalized exchange of one thing for another according to set standards of value.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] the formalized exchange of one thing for another according to set standards of value.

Output: Trade

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] unbalanced exchange

Output: a system of transfers in which one party seeks to make a profit.

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: [Balanced exchange] a system of transfers in which one party seeks to make a profit.

Output: unbalanced exchange

Anth 2 Chapter 5 terms Flashcards - Cram.com

a system of transfers in which the goal is either immediate or eventual equality in value.


Input: A backward chaining procedures in which some steps in the task analysis are skipped; used to increase the efficiency of teaching long behavior chains when there is evidence that the skipped steps are in the learner's repetoire [backward chaining]

Output: backward chaining with leaps ahead

ABA whitebook ch. 20 Flashcards - Cram.com


Input: A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcment for that response and as a discriminitive stimulus for the next response in the chian; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain [backward chaining]

Output: behavior chain

ABA whitebook ch. 20 Flashcards - Cram.com


Input: An intervention that relies on the participant's skill in performing the critical elements of a chain independently; the chain is interrupted occasionally so that another behavior can be emitted. [backward chaining]

Output: behavior chain interruption strategy

ABA whitebook ch. 20 Flashcards - Cram.com


Input: A contingency that specifies a time intervala by which a behavior chain must be completed for reinforcment to be delivered [backward chaining]

Output: behavior chain with a limited hold

ABA whitebook ch. 20 Flashcards - Cram.com


Input: A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior inthe task analysis; the trainer complete the remianing steps in the chain. When the learner shows competence in performing the first step in the chain, he is then taught to performs the first two behaviors in the chain, with the training completeing the chain. This process is continued until the learner completes the entire chain independently [backward chaining]

Output: forward chaining

ABA whitebook ch. 20 Flashcards - Cram.com


Input: the process of breaking a complex skill or series of behaivors into smaller, teachable untis; also refers to the results of this process [backward chaining]

Output: task analysis

ABA whitebook ch. 20 Flashcards - Cram.com


Input: A variation of forward chaining in which the learner receives training on each behavior in the chain during each session [backward chaining]

Output: total-task chaining

ABA whitebook ch. 20 Flashcards - Cram.com


Input: the way in which specific sequences of stimuli and responses are linked to form new performances [backward chaining]

Output: chaining

ABA whitebook ch. 20 Flashcards - Cram.com


Input: [Calculus] Clinical crown

Output: That portion of the tooth that is visible in the oral cavity.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Coronal polishing

Output: A technique used to remove plaque and stains from the coronal surfaces of the teeth.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Endogenous stains

Output: Stains developed from within the structure of the tooth.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Exogenous stains

Output: Stains developed from external sources.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Extrinsic stains

Output: Stains that occur on the external surfaces of the teeth that may be removed by polishing.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Fulcrum

Output: Finger rest used when an instrument or handpiece is held for a specified time.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Intrinsic stains

Output: Stains that occur within the tooth structure that may be removed by polishing.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Oral prophylaxis

Output: The complete removal of calculus, debris, stain, and plaque from the teeth.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Prophy paste

Output: Commercial premixed abrasive paste used for polishing teeth and restorations.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Rubber cup polishing

Output: A technique that is used to remove plaque and stains from the coronal surfaces of the teeth.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Acrylate

Output: A salt or ester of acrylic acid.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Dental sealant

Output: Coating that covers the occlusal pits and fissures of teeth.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Filled resin

Output: Sealant material that contains filler particles.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Light-cured

Output: Type of material that is polymerized by a curing light.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Microleakage

Output: Microscopic leakage at the interface of the tooth strudure and the sealant or restoration.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Polymerization

Output: Process of changing a simple chemical into another substance that contains the same elements.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: [Calculus] Sealant retention

Output: Sealant firmly adhering to the tooth surface. Self-cured Type of material that is polymerized by chemical readions. Unfilled resin (REI-in) Sealant materiaithat does not contain filler particles.

Calcium and phosphate salts in saliva that become mineralized and adhere to tooth surfaces.


Input: VANCOMYCIN, Isoniazid, Ethanbutol, Cycloserin, Ethionamide, Bacitracin, Polymycin

Output: What other drugs inhibit cell wall synthesis?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Drug combo can have more side effects than penicillin alone

Output: What can coupling aminoglycosides and penicillin together do?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Beta-Lactam Ring Thiazolidine ring, lacking in other B-Lactams R group; differentiates classes of penicillin

Output: What are the key structures of Penicillin?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Produced by bacteria (+) and cause the resistance to beta-lactam ABX Works by breaking the ring open and deactivating the drug Can be given to protect normal flora during ABX treatment

Output: What is Penicillinase/B-Lactamase, how does it work, and is their any clinical importance?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Bind/inhibits PBP (penicillin-binding-protein) which inactivates bacterial transpeptidase enzymes required for cell wall synthesis Eventually causing cell lysis

Output: What is the mechanism of action for Penicillin and Cephlasporin?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Cephlasporins

Output: Which is more resistant to B-Lactamase, Cephlasporins or Penicillin?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Bacterial modification of PBP which will alter binding to the drugs Drug efflux pump which pumps the drug out through porins

Output: What are two other ways of bacterial resistance?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: A drug that increases the bioavailability of Penicillin in the body Also been used as a masking agent for drugs in Pro-Athletes

Output: What is Probenecid (Benemid)?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: 1 and 2 generation penicillins because of their hydrophobic structure

Output: What drugs are not effective against Gram Negative Bacteria and why?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Gram (+) by way of diffusion and Gram (-) via porins

Output: How do drugs enter Gram (+) and Gram (-) bacteria

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Low bioavailability Short half life Low penetration to CNS

Output: Pharmokinetics of Penicillin G (1st generation)

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Narrow spectrum of action Treats Staph, Strep, Lyme, and Bacillus (Anthrax) Difficulty with Gram (-) rods

Output: What does Pennicillin G do?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Class of 1st generation which treats Staphylococcal that are penicillin resistant; i.e. produce B-Lactamase Ex: Nafcillin, Dicloxacillin, and Methicillin (what MRSA is resistant too)

Output: What are Antistaphylococcal Drugs, what do they do, and what is an example?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Aminopenicillins: Specifically Ampicillin and Amoxicillin

Output: What are the names of the 2nd generation Penicillins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: More reliable oral bioavailability, Same spectrum of Gram (+) but also can fight some Gram (-) NOT suitable for Pseudomonas NOT resistant to B-Lactamases

Output: What are the advantages and disadvantages to 2nd generation Penicillins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Antipseudomonal: Ticarcillin (Tigar) (poor oral absorbtion) and Carbenicillin (UTI's only)

Output: What are the third generation penicillins and some features of them?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Mainly used for Gram (-) Pseudomonas, but NOT preferred for Gram (+) Often combined with Aminoglycoside NOT resistant to B-Lactamse inhibitors

Output: What are the main actions of the 3rd generation penicillins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Antipseudomonal: Piperacillin

Output: What are the 4th generation penicillins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Broadest specturm of action of ALL penicillins Super effective will "pepper and bug out" (+) or (-) Requires parenteral admin. Key is that it is effective against PSEUDOMONAS NOT B-Lacatamase resistant

Output: What are the actions/adavantages Piperacillin, how is it administered, and what does it not have?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Aminoglycosides to fight very serious Enterococci (endocarditis)

Output: What is Piperacillin combined with sometimes and why?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: "Suicide molecules" that bind/inhibit lactamase enzymes Used in combination therapy with penicillins Ex: Clavulanic acid

Output: What are Beta-Lactamase inhibitors?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Amoxicillin and Clavulanic acid (Augmentin) Ticarcillin and clavulanic acid (Timentin)

Output: What are two drugs that Clavulanic acid combines with

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: They are Broad Spec. Abx (NOT MRSA) used together Strong resistance to B-Lactamase Only given parenterally and used for pts who are allergic to penicillin

Output: What is Imioenem and Aztreonam (Carbapenems)?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: High affinity for Gram (-) PBP Low affinity for Gram (+) PBP and Anaerobes Good resistance to B-Lactamase and can be used in pts. that are allergic to penicillin

Output: Monobactem (Aztreonam)

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Quinolones

Output: What type of drugs are mostly used for UTI's?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Immediate rxns:1-72 hrs Mediated by IgE antibodies Can cause uticaria, angioedema and anaphylaxis

Output: What is and causes Type I hypersensitivity?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Caused by cytotoxic antibodies of IgG Hemolytic anemia

Output: What is and causes Type II hypersensitivity?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Involve formation of immune complexes IgG or IgM Serum sickness

Output: What is and causes Type III hypersensitivity?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Delayed rxns occuring after 72 hrs Mediated by T lymphocytes Contact dermatitis, rash

Output: What is and causes Type IV hypersensitivity?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Inhibit cell wall synthesis bind to PBP, similar to Pens. More resistant to B-Lacatamase Can be good alternative to penicillin resistant lacatmase infections DO NOT administer to pts who have previously had an immediate rxn to penicillin

Output: What do Cephalosporins do and when should they not be administered?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Spectrum of generations (1-4) dependent on Gram (-) activity

Output: How are Cephalosporins classifeid?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Staphycoccal and Typhoid fever

Output: What are Cephlalosporins effective against?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Gradula decrease in Gram(+) effectivness and an Increase in Gram (-) Also an increase in CNS penetration (3-4 are more lipid) and an increase in B-lactamase resistance

Output: What are the main differences between the 1-4 generation Cephalosporins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Add aromatic rings and by 3rd generation have marked improvement in CSF penetration

Output: How does the Cephlosporins increse their lipid solubility?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Excreted fairly unchanged in Urine Probenecid slows secretion increasing bioavailibility

Output: How are Cephalosporins excreted and what does Probenecid do?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Cefazolin Only used for surgical prophylaxis Gram (+) effectivness similar to 1st gen. Pens and Gram (-) effectivness similar to 2nd gen. Pens

Output: What are 1st generation Cephalosporins and when are they used?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Enterococci and MRSA

Output: What are none of the generation of Cephalosporins effective against?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Increased Gram (-) effectivness (P. Vulgasis & H. Influenzae) w/o compromising Gram (+) effectivness NOT effective against Pseudomonas (key)

Output: What are 2nd generation Cephalosporins effective against and what not?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Cefaclor, Cefamandole, Cefoxitin, Cefotetan

Output: What are some 2nd generation Cephalosporins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Decreased Gram (+) effectivness but good CNS penetration for treatment of Meningitis (e.g. strep)

Output: What are 3rd generation Cephalosporins effective against and what not?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: 3rd generation Drug of choice for Gonorrhea Main indication for Meningitis Long Half Life compared to other B-Lactams

Output: What is Ceftriaxone used for and what generation?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Ceftazidime, Cefixime, Cefotaxime Increased stability against Lacatamases, dont have to combine with B-Lactamase inhib

Output: What are some other 3rd generation Cephalosporins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Cefepime Most effective against B-Lactamase inhibitors and Gram(-) Good activity against Enterobacteriaceae that are ristatn to 2 & 3 NO activity against Staph

Output: Name a 4th generation Cephalosporins and what is it effective against?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: Alternative to Pens. in penicillinase-producing bacteria Surgic prophylaxis: Cefazolin Common gram (-) infections Meningitis 3 Gen: Ceftriaxone Otitis, Sinusitis, Upper and Lower Res. Infec.

Output: What are the clinical indications for Cephalosporins?

Penicillins/Cephalosporins Flashcards - Cram.com

What are penicillins and Cephlasporins Classified as what do they do and how safe are they?


Input: all of the following except what are features of hemolytic anemia? -pallor -hepatomegaly -splenomegaly -jaundice [true]

Output: not hepatomegaly

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: A pt with hemolytic anemia may end up with _ gall stones due to the chronic hyperbilirubinemia, which may lead to obstructive jaundice. -cholesteral -mixed -pigmented stones [true]

Output: pigmented stones

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: all of the following are congenital causes of hemolytic anemia except 1? -hereditary spherocytosis -transfusion reaction -G6PD deficiency -pyruvate kinase deficiency -sickle-cell disease -thalassemia [true]

Output: transfusion reaction is an acquired form of hemolytic anemia

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: All of the following are acquired causes of hemolytic anemia except? -infection -autoimmune -drug induced -prosthetic heart valve -hemolytic transfusion reaction -microangiopathic (HUS) -nocturnal hemoglobinuria -all are acquired [true]

Output: all are acquired forms of hemolytic anemia

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: An increased level of unconjugated bilirubin, elevated LDH, and indicative of _ anemia. [true]

Output: hemolytic

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: LDH is elevated in hemolytic anemia due to? [true]

Output: released from damaged rbc's

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: low or absent haptoglobin levels are found in hemolytic anemia since haptoglobin binds avidly to free plasma _. -hemoglobin -cytosol -cytoskeletons [true]

Output: hemoglobin

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: an elevated reticulocytic count is increased in red blood cell _. -destruction -production [true]

Output: production

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: all of the following are true about hereditary spherocytosis except 1. -autosomal dominant -typically presents in childhood with pallor jaundice -splenomegaly common -treatment with steroids [true]

Output: the treatment is not steroids but splenectomy

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: After splenectomy patients are at risk for infection with _ bacteria. -all -capsulated -encapsulated [true]

Output: encapsulated

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: Prior to a splenectomy patients should receive all of the following immunizations except? -pneumovax -HiB -varicella -meningococcus [true]

Output: all but varicella

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: pt's with a splenectomy should receive life long antibiotic prophylaxis with ?? -keflex -erythromycin -penicillin -doxycycline [true]

Output: penicillin

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: t/f red cell enzyme deficiency is involved in red cell glucose metabolism can result in hemolytic anemia. [true]

Output: true

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: what are the most important red cell enzyme deficiencies? (2). [true]

Output: G6PD and pyruvate kinase deficiency

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: Hemolytic uremic syndrome is characterized by all of the following except? -microangiopathic hemolytic anemia -thrombocytopenia -liver failure -renal failure [true]

Output: not liver failure

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: Which of the following bugs is sometimes responsible for small epidemics of HUS? -pseudomonas -ecoli (0157) -h. flu -enterococcus [true]

Output: e coli 0157

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: which of the following a classic in G6PD? -philadelphia chromosome -heinz bodies -ritz cells [true]

Output: heinz bodies

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: all of the following are true about G6PD except what? -NADPH (reduced) -leads to hemolytic anemia -common in subtropics/tropics -autosomal dominant -supha and primaquine can induce hemolytic event [true]

Output: not autosomal dominant but is x linked

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: t/f fava bean ingestion can trigger a hemolytic attack in G6PD [true]

Output: true

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: t/f In G6PD anemia, the disease is usually self-limiting and supportive care is the only requirement. Chronic hemolytic anemia is rare. [true]

Output: true

Clin Med III, Ch. 162 Flashcards - Cram.com


Input: _ deficiency is a rare autosomal recessive disease. Usually appears in childhood with anemia and jaundice. -G6PD -pyruvate kinase deficiency -TTP -HUS [true]

Output: pyruvate kinase deficiency

Clin Med III, Ch. 162 Flashcards - Cram.com