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FOREWORD
To face the challenges of modern health care, future physicians must master not only an
extensive knowledge base but also the analytical and integrative thinking skills needed
to provide safe, comprehensive patient care in the context of clinical complexity.
While many textbooks present the content of this comprehensive knowledge base, Clinical
Cases in Internal Medicine additionally guides learners on the process to apply knowledge and
scientifically understand the various concerns (expressed in lay terms) that patients entrust their
physicians to address. In this textbook, the concise and memorable case discussions highlight
the differential diagnoses that must be systematically considered and review the mechanisms
that explain the patient’s signs and symptoms and the basis for why certain treatments work.
The tables and figures are truly high-yield and helpful in practice. The questions, throughout
the chapter, are framed very thoughtfully around queries that arise in clinical decision-making,
in education of patients and families and in preparation for standardised examinations.
This textbook is ideal for students – in both problem-based learning (PBL) and traditional curricula – hoping to deepen their learning through case-based and interactive
learning approaches.
Professor Samy Azer is an internationally renowned medical educator, who currently serves as Professor of Medical Education at the College of Medicine, King Saud
University in Saudi Arabia. He has formerly served as Professor of Medical Education
at the Universiti Teknologi MARA in Malaysia; Visiting Professor of Medical Education
at the University of Toyama in Japan; and Senior Lecturer of Medical Education at the
Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne and
at the School of Medicine at the University of Sydney in Australia.
Through his commitment to innovations that optimise clinical learning and teaching and
through publications and other connections that make these innovations graspable and accessible, Professor Azer has been an inspiration to the global community of medical educators and
students alike. I join Professor Azer in his hope that educator colleagues, students and future
patients will all benefit from the journey of learning through the cases presented in this text
FOREWORD
To face the challenges of modern health care, future physicians must master not only an
extensive knowledge base but also the analytical and integrative thinking skills needed
to provide safe, comprehensive patient care in the context of clinical complexity.
While many textbooks present the content of this comprehensive knowledge base, Clinical
Cases in Internal Medicine additionally guides learners on the process to apply knowledge and
scientifically understand the various concerns (expressed in lay terms) that patients entrust their
physicians to address. In this textbook, the concise and memorable case discussions highlight
the differential diagnoses that must be systematically considered and review the mechanisms
that explain the patient’s signs and symptoms and the basis for why certain treatments work.
The tables and figures are truly high-yield and helpful in practice. The questions, throughout
the chapter, are framed very thoughtfully around queries that arise in clinical decision-making,
in education of patients and families and in preparation for standardised examinations.
This textbook is ideal for students – in both problem-based learning (PBL) and traditional curricula – hoping to deepen their learning through case-based and interactive
learning approaches.
Professor Samy Azer is an internationally renowned medical educator, who currently serves as Professor of Medical Education at the College of Medicine, King Saud
University in Saudi Arabia. He has formerly served as Professor of Medical Education
at the Universiti Teknologi MARA in Malaysia; Visiting Professor of Medical Education
at the University of Toyama in Japan; and Senior Lecturer of Medical Education at the
Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne and
at the School of Medicine at the University of Sydney in Australia.
Through his commitment to innovations that optimise clinical learning and teaching and
through publications and other connections that make these innovations graspable and accessible, Professor Azer has been an inspiration to the global community of medical educators and
students alike. I join Professor Azer in his hope that educator colleagues, students and future
patients will all benefit from the journey of learning through the cases presented in this text
