PATHOPHYSIOLOGY OF DISEASE: AN
INTRODUCTION TO CLINICAL MEDICINE
8TH EDITION
AUTHOR(S)GARY D. HAMMER; STEPHEN J.
MCPHEE
TEST BANK
1
Reference
Ch. 1 — Introduction
Question Stem
A 62-year-old woman presents with progressive dyspnea and
nonproductive cough. As a clinician-teacher, you ask students to
prioritize pathophysiologic information to connect mechanism
to symptom onset. Which reasoning step most directly links
physiology to the patient’s symptom of dyspnea?
A. Memorizing the list of diseases that cause cough
B. Identifying tissue- or cell-level dysfunction that impairs gas
exchange
,C. Listing every diagnostic test available for pulmonary disease
D. Repeating the patient’s reported symptoms in the chart
Correct Answer
B
Rationale
Correct: The Introduction emphasizes using pathophysiologic
mechanisms (cell/tissue dysfunction) to explain signs/symptoms
— linking impaired alveolar gas exchange to dyspnea.
Incorrect A: Rote disease lists don’t explain why gas exchange is
impaired.
Incorrect C: Tests are tools but do not themselves explain
mechanism.
Incorrect D: Charting symptoms is essential but does not
constitute mechanistic reasoning.
Teaching Point
Connect patient symptoms to cellular/tissue dysfunction to
prioritize diagnoses.
Citation (Simplified APA)
Hammer & McPhee (2021). Pathophysiology of Disease (8th
Ed.). Ch. 1.
2
Reference
Ch. 1 — Introduction
,Question Stem
You’re supervising a student interpreting a diagnostic test. The
student reports a negative test but the pretest probability is
high. Based on pathophysiologic reasoning emphasized in the
Introduction, what should the student do next?
A. Accept the negative result and discharge the patient
B. Consider the test’s false-negative rate and order a more
sensitive test or repeat testing
C. Assume the test was performed incorrectly and ignore it
D. Replace clinical judgment with the laboratory result only
Correct Answer
B
Rationale
Correct: The chapter highlights integrating pretest probability
with test characteristics — high pretest probability requires
consideration of false-negatives and further testing.
Incorrect A: Unsafe: ignores pretest probability and possible
false-negative.
Incorrect C: Jumping to procedural error without evaluation is
premature.
Incorrect D: Clinical judgment must complement, not be
replaced by, test results.
Teaching Point
Integrate pretest probability with test sensitivity before ruling
out disease.
, Citation (Simplified APA)
Hammer & McPhee (2021). Pathophysiology of Disease (8th
Ed.). Ch. 1.
3
Reference
Ch. 1 — Introduction
Question Stem
A case-based teaching session emphasizes differential diagnosis
using mechanism-based clustering. Which student action best
demonstrates application of this method?
A. Grouping conditions by identical symptoms only
B. Grouping conditions that share a common pathophysiologic
process (e.g., impaired mucociliary clearance)
C. Listing conditions alphabetically to ensure none are omitted
D. Memorizing treatment algorithms without understanding
disease mechanism
Correct Answer
B
Rationale
Correct: The Introduction recommends clustering diagnoses by
shared mechanisms to aid reasoning and targeted testing.
Incorrect A: Symptoms alone can be nonspecific and mislead.
Incorrect C: Alphabetical listing has no pathophysiologic value.
INTRODUCTION TO CLINICAL MEDICINE
8TH EDITION
AUTHOR(S)GARY D. HAMMER; STEPHEN J.
MCPHEE
TEST BANK
1
Reference
Ch. 1 — Introduction
Question Stem
A 62-year-old woman presents with progressive dyspnea and
nonproductive cough. As a clinician-teacher, you ask students to
prioritize pathophysiologic information to connect mechanism
to symptom onset. Which reasoning step most directly links
physiology to the patient’s symptom of dyspnea?
A. Memorizing the list of diseases that cause cough
B. Identifying tissue- or cell-level dysfunction that impairs gas
exchange
,C. Listing every diagnostic test available for pulmonary disease
D. Repeating the patient’s reported symptoms in the chart
Correct Answer
B
Rationale
Correct: The Introduction emphasizes using pathophysiologic
mechanisms (cell/tissue dysfunction) to explain signs/symptoms
— linking impaired alveolar gas exchange to dyspnea.
Incorrect A: Rote disease lists don’t explain why gas exchange is
impaired.
Incorrect C: Tests are tools but do not themselves explain
mechanism.
Incorrect D: Charting symptoms is essential but does not
constitute mechanistic reasoning.
Teaching Point
Connect patient symptoms to cellular/tissue dysfunction to
prioritize diagnoses.
Citation (Simplified APA)
Hammer & McPhee (2021). Pathophysiology of Disease (8th
Ed.). Ch. 1.
2
Reference
Ch. 1 — Introduction
,Question Stem
You’re supervising a student interpreting a diagnostic test. The
student reports a negative test but the pretest probability is
high. Based on pathophysiologic reasoning emphasized in the
Introduction, what should the student do next?
A. Accept the negative result and discharge the patient
B. Consider the test’s false-negative rate and order a more
sensitive test or repeat testing
C. Assume the test was performed incorrectly and ignore it
D. Replace clinical judgment with the laboratory result only
Correct Answer
B
Rationale
Correct: The chapter highlights integrating pretest probability
with test characteristics — high pretest probability requires
consideration of false-negatives and further testing.
Incorrect A: Unsafe: ignores pretest probability and possible
false-negative.
Incorrect C: Jumping to procedural error without evaluation is
premature.
Incorrect D: Clinical judgment must complement, not be
replaced by, test results.
Teaching Point
Integrate pretest probability with test sensitivity before ruling
out disease.
, Citation (Simplified APA)
Hammer & McPhee (2021). Pathophysiology of Disease (8th
Ed.). Ch. 1.
3
Reference
Ch. 1 — Introduction
Question Stem
A case-based teaching session emphasizes differential diagnosis
using mechanism-based clustering. Which student action best
demonstrates application of this method?
A. Grouping conditions by identical symptoms only
B. Grouping conditions that share a common pathophysiologic
process (e.g., impaired mucociliary clearance)
C. Listing conditions alphabetically to ensure none are omitted
D. Memorizing treatment algorithms without understanding
disease mechanism
Correct Answer
B
Rationale
Correct: The Introduction recommends clustering diagnoses by
shared mechanisms to aid reasoning and targeted testing.
Incorrect A: Symptoms alone can be nonspecific and mislead.
Incorrect C: Alphabetical listing has no pathophysiologic value.
