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distinguish ~he living from the non- 8 Symonds, N. (1986) O. Rev. Biol. 61, 19 Westerhoff, H. V. and Van Dam, K. (1987)
221-226 Thermodynamicsand Control of Biological Free-
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thing in nature that should correspond 1812-1813 20 Broda, E. (1983) LudwigBoltzmann:
to a word in our vocabulary? Are we not 10 Mayr, E. (1982) The Growth of BS.ological Man-Physicist-Philosopher,
hunting the Jabberwock?' Thought, Harvard University Press Ox BOWPress
11 Haraway,D. J. (1976) Crystals, Fabrics, and 21 Davidson, M. (1983) UncommonSense:
ReMs: Metaphors of Organicismin Twentieth- The Life and Thoughtof Ludwig yon Bertalanffy,
Aknow~lgemnt Century DevelopmentalBiology,Yale University ]'archer
I am grateful to D. B. Kell and J. A. Press 22 Welch, G. R. 'Goethe's Gestalt, Bi/dung, and
12 Witkowski, J. A. (1987) Medical History 31. Urph&nomenin Biology: A Twentieth-Century
Witkows~J for helpful comments.
247-268 Physicalist View,' in GoetheScienziato(Grieco,
13 Welch, G. R. (1992) Prog. Biophys. Mot. Biol. A., ed.), Einaudi (in press)
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.... L

The teenage weakling and has an appropriate number of clear

illustrations to make the points that the
because, if the book were much, much
longer, it wo_,dd look like a traditional text
other stories authors have in mind. Other strengths
include its breadth, clinical relevance,
and lose its appeal. It is a distinct
advantage to be able to put the book
and the mostly up-to-date, clear down for a period of time and pick it up
Biochemistry for the Medical explanations. Students in the health later to read any of the cases that one
sciences should certainly lind it highly may find interesting at that time.
Sciences: An Integrated Case instructive and interesting. I do not think There are, however, some points I
Approach students or faculties should be, or will be, would have wanted stressed in a book
'put off' by the selection of cases, some of that should 'make students think'. For
edited by S. J. Higgins, A. J. T~tmer and which describe rare diseases. example, quantitation is underdeveloped.
E. J. Wood, Longman, i 9 9 4 . 1 4 , 9 9 Before discussing my interpretation of in case one, the teenage weakling, it is
(xiii + 20:t pages) ISBN 0 5 8 2 1 0 1 2 9 8 the weaknesses, a brief comment about necessary to know that tlux through
the layout. The cases are presented pho~vholructokinase-1 has to be 18-fold
This is a self-study book that should succinctly. An introduction to the higher to regenerate the same amount of
attract the interest of students in the pi :)blem is provided in usually less than ATP anaerobically versus aerobically. If
health sciences, it might help them one page. This is followed by a concise the student appreciated this, it would
develop problem-solving skills and outline of the problem, including all the help explain why the patient doesn't have
curiosity, and allow them to avoid the relevant data. Questions are then asked, symptoms at rest or during aerobic
traditional barriers between basic science some being more usefu! than others, but exercise. Moreover, in areas where I have
disciplines and between basic versus most are pertinent. The authors choose more detailed knowledge, i was less
clinical departments. (wisely in my opinion) not to p=ovide happy about some of the discussion (for
it is now quite clear that the emphasis specific answers, but provide a example, case ten, acid excretors), but
in medical education has charged. Gone commentary that addresses all the key this again is not a major criticism.
axe the 'day-long' lectures and the passive elements with respect to the questions. As one who has a great interest in
style of education. The responsibility for To stimulate the student, further teaching basic sciences to medical
education is now translerred, to a large (unanswered) questions are provided. students, and one who has attempted to
degree, from the faculty to the student, Many of these require detailed achieve a somewhat similar aim l, overall 1
Further, there is a great need for information, but are, nevertheless, am very enthusiastic about this book. !
introducing clinical relevance and important questions, in the final section, would recommend it highly to teaching
motivation for students to seek the authors attempt to encourage faculties to help ~elect and develop case
information, in this light, this text seems integration, both horizontally between material, i v,ould make students aware of
very timely. The medical school faculty the basic sciences and vertically to more this book and encourage them to read it.
must search for or create new ways to clinical areas; this is the only area that is
present the basic sciences, ways that not sufficiently developed to the high Reference
capture the potential enthusiasm of the level of the remainder of the book. Finally, 1 Halperin, M. L. and Rolleston, F. S. (1993)
student while avoiding over-burdening excellent introductory references are Clinical Detective Stories: A Problem.Based
the student initially. Concepts and provided. Approach to Clinical Cases in Energyand
thinking patterns, rather than fact The strengths of this book are also its Acid-Base Metabolism, Portland Press
overload, are on everyone's minds. weaknesses. It covers so wide an area
Nevertheless, there are few texts available that each case is very 'thin'; it does not MITCHELL L. HALPERIN
to achieve these aims. cover any subject in depth, and reads
Biochemistry for the Medical Sciences is like a collection of interesting, but is the co-author of Clinical Detective Stories and is
a large step in the right direction. It is well relatively unrelated, case synopses. I do at St Michael's Hospital, 38 5huter Street, Toronto,
written, clearly presented, concise and not find this to be a major detraction Ontario, Canada M5B 1A6.