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The authorsof Drug-Induced Diseases: Prevention, Detection, andManagement discuss the unintended and oftenunexpectedeffects of drugsas causative agentsof disease. Audience: Intended for a variety of healthcare practitioners, including clinicalpharmacists, specialtypractitioners, students,internists,general practitioners, and nurses. Purpose: To providea comprehensive sourceof information regarding the identification, detection, prevention, and management of drug-induceddiseases forcurrentand futurehealthcare practitioners. This text is a concisereference that is designed to serveas a constructive supplement in required or specialized courseson drug-induced diseases. Content: This textbookis organized in 12 sections,whichare further dividedinto a totalof 53 chapters. The first section(3 chapters)is dedicated to epidemiology and the impactof drug-induced disease on public health,contributing factors, and postmarketing surveillanceof drug-induced diseases.The remaining 11 sectionsare divided accordingto organ systems (ie,drug-induced allergic/immunologic diseases; neurologic diseases; psychiatric diseases; respiratory diseases;cardiovasculardiseases; endocrinediseases;gastrointestinal diseases;diseasesof the kidney and fluids/electrolyte disorders; hematologic diseases; drug-induced bone, joint, and muscle diseases; and miscellaneous), with individual chapters dedicated to specificdrug-induceddiseases of that organ system. Chaptersare structured consistently and includesubheadings such as causative agents,epidemiology, mechanisms, clinicalpresentation and differential diagnosis, risk factors, morbidity and mortality, and management. Each chapter also includes useful summary tables that providea quick referencefor such topics as drugs implicatedin specificdiseases, signsand symptoms/clinical presentation, and treatment options. The data are current and includerelativelyrecent (2004)drug withdrawals from the market.The text is indexedand also includes a useful 76-page appendix, which provides a quick reference of drugs/agents (listed alphabetically) with a list of corresponding disease states for which that drug has been implicated, along with corresponding chapter numbers. Colorphotosand figures are included whereappropriate. Usability: Chapters are individually referenced, and references are up-to-date (up to 2004).The text is competitively priced. Highlights: Chaptersubheadings and layoutare consistent, whichalleviates interchapter inconsistencies due to varying authorwriting styles. The appendix described above provides a system for cross-reference

''close'' budgets since too many fundamental processes are missing. Models that properly represent the many complicated atmospheric and near-surface interactions are also required. This preliminary synthesis therefore included a representative global general circulation model, regional climate model, and a macroscale hydrologic model as well as a global reanalysis and a regional analysis. By the qualitative agreement among the models and available observations, it did appear that we now qualitatively understand water and energy budgets of the Mississippi River Basin. However, there is still much quantitative uncertainty. In that regard, there did appear to be a clear advantage to using a regional analysis over a global analysis or a regional simulation over a global simulation to describe the Mississippi River Basin water and energy budgets. There also appeared to be some advantage to using a macroscale hydrologic model for at least the surface water budgets.

Objectives. To determine the effectiveness and student acceptance of using a human patient simulation (HPS) training module focused on interdisciplinary teamwork skills. Design. During their second-professional year, all pharmacy students were in enrolled in Principles of Pharmacotherapy 4: Cardiovascular Diseases and Patient Care Lab IV, a problem-based learning course. As part of the patient care laboratory, students participated in a simulated case of an acutely ill patient with a hypertensive emergency. During the simulation, students performed a history and physical examination. They then worked as a team to make treatment recommendations to the nursing and physician staff members. Following the exercise, a facilitated debriefing session was conducted. Students completed satisfaction surveys to assess the quality and effectiveness of the session. Assessment. Over 98% of students agreed or strongly agreed that they learned material relevant to their current studies. When compared to student lectures, 90% of students felt that they learned clinical patient care better when using a HPS mannequin in simulated patient scenarios. Conclusion. HPS-based learning offers a realistic training experience through which clinical knowledge and interpersonal teamwork skills can be taught. Students enjoy the experience and find it relevant to their future practice. Simulation-based training may teach certain topics better than traditional lecture formats and as such could help to fill gaps in the current pharmacy curriculum.