A STUDY OF THE TECHNIQUES AND SOURCES OF ERROR IN THE CLINICAL APPLICATION OF THE EXTERNAL COUNTING METHOD OF ESTIMATING CARDIAC OUTPUT

1959 ◽  
Vol 238 (3) ◽  
pp. 274-279 ◽  
Author(s):  
RALPH J. GORTEN ◽  
JOHN C. STAUFFER
1961 ◽  
Vol 16 (2) ◽  
pp. 266-270 ◽  
Author(s):  
Ralph Gorten ◽  
J. Caulie Gunnells

Certain aspects regarding degree of accuracy and some of the theoretical sources of error of the isotope-external counting method for determination of cardiac output have been further evaluated by the use of a glass model central circulation. By comparing calculated flow with actually timed flow, and by observing the constant relationship between dilution curve area and flow, it was found that single as well as multichambered systems could be used for this method with valid and reproducible results. Variations in chamber size, rate of flow, isotope dosage and instrument settings were used to evaluate some of the possible sources of error. Variable mixing was the most important factor responsible for discrepancies. Errors in extrapolation of the primary dilution curve to zero and instrumental lag were considered to be of less importance and can most often be avoided. A change in the recording time constant altered the curve shape, and therefore the calculated mean transit time, but not curve area and calculated flow. Submitted on July 6, 1960


1997 ◽  
Vol 61 (6) ◽  
pp. 488-494 ◽  
Author(s):  
Hiroshi Yamabe ◽  
Kazushi ltho ◽  
Yoshinori Yasaka ◽  
Mitsuhiro Yokoyama

2015 ◽  
Vol 29 (6) ◽  
pp. 789-800 ◽  
Author(s):  
Donald P. Bernstein ◽  
Isaac C. Henry ◽  
Harry J. Lemmens ◽  
Janell L. Chaltas ◽  
Anthony N. DeMaria ◽  
...  

2021 ◽  
Vol 45 (2) ◽  
pp. 322-326
Author(s):  
Nuria Farré ◽  
Isaac Almendros ◽  
Jorge Otero ◽  
Daniel Navajas ◽  
Ramon Farré

The conventional physiology courses consist of theoretical lectures, clinical application seminars, numerical exercises, simulations, and laboratory practices. However, in subjects that involve relevant physical quantities, even students who successfully pass exams may be unable to realize the actual quantities involved. For example, students may know what the values of the aortic diameter and cardiac output are, and they may be skilled at calculating changes in variables without being able to realize the actual physical magnitudes of the variables, resulting in limited understanding. To address this problem, here we describe and discuss simple practical exercises specifically designed to allow students to multisensory experience (touch, see, hear) the actual physical magnitudes of aortic diameter and cardiac output in adult humans at rest and exercise. The results obtained and the feedback from a student survey both clearly show that the described approach is a simple and interesting tool for motivating students and providing them with more realistic learning.


JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 161-166 ◽  
Author(s):  
B. L. Segal

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