Common misconceptions that arise in the first-year medical physiology curriculum concerning heart failure.
There are a number of misconceptions that first-year medical students have concerning the pathophysiology of heart failure. These stem from 1) a poor definition of heart failure, 2) a lack of care in distinguishing between similar but distinct concepts, and 3) the inability to recognize the relationship between the various stages of heart failure and the clinical manifestation of the disease. In this paper we provide a list of some of the misconceptions that we have encountered, some explanations of the distinctions to be made, and some of the rationale behind current surgical procedures and drug treatment. The misconceptions include failing to differentiate between the Frank-Starling mechanism and cardiac dilation as well as not grasping the significance that changes in cardiac beta-receptor function have in limiting the positive inotropic actions of circulating catecholamines. Finally, we review some of the altered neurohumoral mechanisms in heart failure and explain the basis for some common therapeutic approaches, including the use of angiotensin-converting enzyme inhibitors, in this disease.
Hintze
T M
TM
Department of Physiology, New York Medical College, Valhalla, New York, 10595, USA. thomas_hintze.nymc.edu
Zhao
G
G
D002320:Cardiovascular Physiological Phenomena; D003479:Curriculum; D004501:Education, Medical; D006333:Heart Failure; D006801:Humans; D008955:Models, Cardiovascular; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning; D013663:Teaching / Q000379:methods