Table Of ContentRobbins and Cotran
Review of Pathology
Robbins and Cotran
Review of Pathology
F O U R T H E D I T I O N
Edward C. Klatt,
MD
Professor of Pathology
Department of Biomedical Sciences
Director, Biomedical Education Program
Mercer University School of Medicine
Savannah, Georgia
Vinay Kumar,
MBBS, MD, FRCPath
Donald N. Pritzker Professor
Chair, Department of Pathology
Biologic Sciences Division and
Pritzker School of Medicine
The University of Chicago
Chicago, Illinois
1600 John F. Kennedy Blvd.
Ste. 1800
Philadelphia, PA 19103-2899
ROBBINS AND COTRAN REVIEW OF PATHOLOGY, FOURTH EDITION ISBN: 978-1-4557-5155-6
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Notices
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Library of Congress Cataloging-in-Publication Data
Klatt, Edward C., 1951- , author.
Robbins and Cotran review of pathology / Edward C. Klatt, Vinay Kumar. -- Fourth edition.
p. ; cm.
Review of pathology
Complemented by: Robbins basic pathology / [edited by] Vinay Kumar, Abul K. Abbas, Jon C.
Aster. 9th ed. c2013; and Robbins and Cotran pathologic basis of disease / [edited by] Vinay Kumar,
Abul K. Abbas, Jon C. Aster. Ninth edition. United VRG [2015]
ISBN 978-1-4557-5155-6
I. Kumar, Vinay, 1944- , author. II. Robbins basic pathology. Complemented by (work): III. Rob-
bins and Cotran pathologic basis of disease. Complemented by (work): IV. Title. V. Title: Review of
pathology.
[DNLM: 1. Pathology--Examination Questions. QZ 18.2]
RB119
616.07076--dc23
2014031270
Executive Content Strategist: William R. Schmitt
Content Development Specialist: Laura Schmidt
Publishing Services Manager: Anne Altepeter
Project Manager: Louise King
Designer: Louis Forgione
Printed in Canada
Last digit is the print number: 9 8 7 6 5 4 3 2 1
To our students, for their constant challenge and stimulation
Preface
This book is designed to provide a comprehensive review of complete reading of topics targeted for further review. Pathol-
both general and organ-specific pathology through multiple ogy is a visually oriented discipline; hence full-color images
choice questions with explanations of the answers. The source accompany many of the questions. The illustrations are taken
materials are the ninth editions of Robbins and Cotran Patho- mainly from the Robbins textbooks, so students can reinforce
logic Basis of Disease (PBD9) and Robbins Basic Pathology (BP9), their study of the figures in the texts with questions that utilize
and in several chapters, Robbins and Cotran Atlas of Pathology the same or similar images.
(AP3). The questions in this review book follow the chapters The revisions in this fourth edition reflect new topics and
and topics in these source materials to facilitate ongoing self- new understanding of disease processes reflected in the most
assessment as students work their way through a curriculum recent editions of the Robbins textbooks. The questions are
to gain and then apply their understanding of key concepts. intentionally written to be fairly difficult, with the purpose
This book is intended to be a useful resource for students in a of “pushing the envelope” of students’ understanding of pa-
variety of health science training programs. thology. We are pushing it even further with a comprehensive
In keeping with recommended question writing style for final examination section that includes questions drawn from
licensing examinations, we have included single best-answer challenging topics covered in the entire book.
questions, most with a clinical vignette, followed by a series Mastery of this book will better prepare the student for fur-
of homogenous choices. This approach emphasizes an under- ther challenges. Many of the questions require the student to en-
standing of pathophysiologic mechanisms and manifestations gage in a “multi-step” process: first, to interpret the information
of disease in a clinical context. We have incorporated relevant presented to arrive at a diagnosis, and then to solve a problem
laboratory, radiologic, and physical diagnostic findings in based on that diagnosis. This reinforces the clinical reasoning
the questions to emphasize clinicopathologic correlations. skills needed in delivery of health care. We must hasten to add
Although this adds to the extent of individual questions, the that no review book is a substitute for textbooks and other course
thoroughness reinforces learning, as a review should. Each an- materials provided by individual instructors within the context
swer includes a succinct explanation of why a particular choice of a curriculum. This book should be used in conjunction with
is “correct” and the other choices are “incorrect.” Each answer thorough study of Robbins and Cotran Pathologic Basis of Disease
is referenced by page numbers to both Robbins and Cotran and/or Robbins Basic Pathology and curricular materials. Finally,
Pathologic Basis of Disease and Robbins Basic Pathology (both the we hope that both students and their faculty will find this review
current ninth edition and the previous eighth edition of each), book to be a useful adjunct to the learning of pathology.
and in several cases, to figures in the third edition of Robbins Edward C. Klatt, MD
and Cotran Atlas of Pathology, to facilitate and encourage a more Vinay Kumar, MBBS, MD, FRCPath
vii
To Our Students
Although medical knowledge has increased exponentially learning to occur, there are a finite number of synaptic modifi-
over the past 100 years, the desire to learn and apply this cations that can be established per unit time, above which total
knowledge to the service of others has not changed. The study comprehension is reduced. Increasing the rate or length of in-
and practice of the healing arts requires persistence more than formation delivery diminishes the efficiency of learning. Lack
brilliance. By continuing as a lifelong student, it is possible to of break periods or engaging in “all nighters” presage onset of
become a better health practitioner with the passage of time. diminished performance, particularly when least desirable—
Use this book to find where you are on the pathway to ex- during an examination. There is also decay of learning over
cellence and be inspired to continue down that path. We pro- time, with inevitable random loss of data elements. The key
vide a guide to light the way toward knowledge in pathology branch points in learning, where review with reinforcement
within the welcoming environment of this book. can reduce data loss, occur at 20 to 40 minutes (transfer to in-
Common mistakes made by students in answering ques- termediate memory) and at 24 to 48 hours (transfer to long-
tions result from failure to read and analyze information care- term memory) following initial learning.
fully by: (1) relying on a single finding as an exclusionary Develop methods for filtering information from quality
criterion, and (2) ignoring important diagnostic information. sources. We live in an age of information overload. Stay on task
Medicine is mostly analogue, not digital, and the information and avoid distractions. Identify the important data and under-
you obtain is applicable across a continuum of probability. In lying concepts. Develop a specific, personalized plan for ap-
selecting the best answer, remember these four key elements: proaching, reviewing, and preparing for assessments of your
(1) read the question thoroughly, (2) define the terms (use knowledge. Seek quality feedback, both positive to provide
your vocabulary), (3) rank possible answers from common to motivation for your commitment to further learning, as well as
uncommon, and (4) recognize key diagnostic information that negative to focus on your rate of progress toward competency.
differentiates the answers. We hope, therefore, that this review will be useful not only
There are no magic formulas for academic achievement. in preparing for examinations but also for courses you take
The most important thing you can do is to spend some time throughout your career. It is our sincere hope that this review
each day in a learning process. Learning requires modification book will make you a better health practitioner in your chosen
of synaptic interfaces at the dendritic level in the brain, and for career.
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