Osmosis Clinical Reasoning Free Download

In physiology, osmosis (Greek for push) is the net movement of water across a semipermeable membrane.[1][2] Across this membrane, water will tend to move from an area of high concentration to an area of low concentration. It is important to emphasize that ideal osmosis requires only the movement of pure water across the membrane without any movement of solute particles across the semipermeable membrane. Osmosis can still occur with some permeability of solute particles, but the osmotic effect becomes reduced with greater solute permeability across the semipermeable membrane. It is also true that, at a specific moment in time, water molecules can move towards either the higher or lower concentration solutions, but the net movement of water will be towards the higher solute concentration. The compartment with the highest solute and lowest water concentration has the greatest osmotic pressure. Osmotic pressure can be calculated with the van 't Hoff equation, which states that osmotic pressure depends on the number of solute particles, temperature, and how well a solute particle can move across a membrane. Its measured osmolality can describe the osmotic pressure of a solution. The osmolality of a solution describes how many particles are dissolved in the solution. The reflection coefficient of a semipermeable membrane describes how well solutes permeate the membrane. This coefficient ranges from 0 to 1. A reflection coefficient of 1 means a solute is impermeable. A reflection coefficient of 0 means a solute can freely permeable, and the solute can no generate osmotic pressure across the membrane.[2] The compartment with the greatest osmotic pressure will pull water in and tend to equalize the solute concentration difference between the compartments. The physical driving force of osmosis is the increase in entropy generated by the movement of free water molecules. There is also thought that the interaction of solute particles with membrane pores is involved in generating a negative pressure, which is the osmotic pressure driving the flow of water.[3] Reverse osmosis occurs when water is forced to flow in the opposite direction. In reverse osmosis, water flows into the compartment with lower osmotic pressure and higher water concentration. This flow is only possible with the application of an external force to the system. Reverse osmosis is commonly used to purify drinking water and requires the input of energy. [4] The concept of osmosis should not be confused with diffusion. Diffusion is the net movement of particles from an area of high to low concentration. One can think of osmosis as a specific type of diffusion. Both osmosis and diffusion are passive processes and involve the movement of particles from an area of high to low concentration.[2][5]

The rate of osmosis always depends on the concentration of solute. The process is illustrated by comparing an environmental or external solution to the internal concentration found in the body. A hypertonic solution is any external solution that has a high solute concentration and low water concentration compared to body fluids. In a hypertonic solution, the net movement of water will be out of the body and into the solution. A cell placed into a hypertonic solution will shrivel and die by a process known as plasmolysis. An isotonic solution is any external solution that has the same solute concentration and water concentration compared to body fluids. In an isotonic solution, no net movement of water will take place. A hypotonic tonic solution is any external solution that has a low solute concentration and high water concentration compared to body fluids. In hypotonic solutions, there is a net movement of water from the solution into the body. A cell placed into a hypotonic solution will swell and expand until it eventually burst through a process known as cytolysis. These three examples of different solute concentrations provide an illustration of the spectrum of water movement based on solute concentration through the process of osmosis. The body, therefore, must regulate solute concentrations to prevent cell damage and control the movement of water where needed.

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A hypertonic solution has a higher solute concentration compared to the intracellular solute concentration. When placing a red blood cell in any hypertonic solution, there will be a movement of free water out of the cell and into the solution. This movement occurs through osmosis because the cell has more free water than the solution. After the solutions are allowed to equilibrate, the result will be a cell with a lower overall volume. The remaining volume inside the cell will have a higher solute concentration, and the cell will appear shriveled under the microscope. The solution will be more dilute than originally. The overall process is known as plasmolysis.

Note that osmosis is a dynamic equilibrium, so at any given moment, water molecular can momentarily flow toward any direction across the semipermeable membrane, but the overall net movement of all water molecules will be from an area of high free water concentration to an area of low free water concentration.[5][6]

Water is known as the "universal solvent," and almost all known life depends on it for survival. Therefore, the principle of osmosis, though seemingly simple, plays a large role in almost all physiological processes. Osmosis is specifically important in maintaining homeostasis, which is the tendency of systems toward a relatively stable dynamic equilibrium. Biological membranes act as semipermeable barriers and allow for the process of osmosis to occur. Osmosis underlies almost all major processes in the body, including digestion, kidney function, nerve conduction, etc. It allows for water and nutrient concentrations to be at equilibrium in all of the cells of the body. It is the underlying physical process that regulates solute concentration in and out of cells, and aids in excreting excess water out of the body.[2][7][8][9][10][11]

I am currently using Online MedEd and their videos are extremely helpful for clinical rotations and to prepare for exam using text resources for each subject, but I just found out about Osmosis videos and their Clinical Reasoning Videos so I got wondering what would be the best resource to use Osmosis or Online MedEd with their respective notes ?

The Clinical Sciences collection for NPs is curated to align with the clinical components that NPs need to be successful in the clinical arena. The decision-making trees engage the NP learner to arrive at the most accurate differential and hone diagnostic reasoning skills essential for NP clinical practice.

All Osmosis assessment items are written by clinicians and undergo a rigorous internal peer-review and editing process to ensure they contain appropriately leveled content, realistic clinical vignettes, and patient-centered and inclusive language in board-style format. Each multiple-choice item features detailed explanations for all incorrect and correct answer options and a major takeaway to enhance learning. As appropriate, illustrated charts, images, and values are provided for further context.

*With the exception of items from our anatomy clinical correlates, pharmacology, and biostatistics videos. These series are appropriate for both the study of basic science and clinical medicine; many of the accompanying questions may therefore be included in both Step 1 and Step 2 quizzes on video learn pages and in the Osmosis quiz-builder.

Study materials providing access videos, scripts, flashcards for medical students and residents and nursing students. Covers the basic sciences, organ systems, clinical reasoning and more. Question banks available. Personal account (only available to GUMC users) using an @georgetown.edu or @gunet.georgetown.edu email account required.

Anatomy, basic sciences, clinical sciences, radiology, physical therapy and other subject specific eBooks and multimedia content in support of medical education. Question Banks. Added functionality available with personal account.

VisualDx is an application used in medical schools and health professional programs across the globe to teach clinical reasoning and differential diagnosis. Its unmatched atlas of dark skin images, plus its image collection of disease presentations in people of all skin colors, are key for filling knowledge gaps and driving greater health equity in medical training.

The status quo is not without justification. Some believe that effective clinical reasoning will be acquired on its own, through an osmosis of sorts, as a learner accumulates more knowledge and experience. And unlike medical knowledge, which is routinely examined during medical school to ensure consistent student progression, clinical reasoning is difficult to assess, and students develop on different time frames. Yet, we cannot afford for this debate to occur in a vacuum. Diagnostic error is an epidemic, and some experts estimate that 75% of diagnostic errors can be attributed to clinician diagnostic thinking failure.

In addition, the clerkship years may not enhance student development of clinical reasoning skills as expected. At most schools, the clerkship experience of any given student can be quite varied due to inherent institutional limitations and faculty time demands. Yet, as mentioned above, medical schools commonly rely on the clerkship environment to ingrain clinical reasoning skills through repeated patient interaction and consistent exposure to faculty role models. Clinical expertise in a given field does not necessarily constitute expertise in teaching clinical reasoning. Experienced clinicians can find it difficult to explain their deeper, nonlinear reasoning processes to students as they work through a case. 17dc91bb1f