About the Author

Dr. Andrew Binks is a cardiopulmonary physiologist who gained his BSc (Hons) in Physiological Sciences at the University of Newcastle upon Tyne, then a MSc in Human and Applied Physiology from King’s College, London. He returned to Newcastle to do his PhD and study the underlying physiological mechanisms of dyspnea, the cardinal symptom of cardiopulmonary disease. He continued investigating dyspnea at Harvard School of Public Health as a postdoctoral fellow and then as a research scientist. After seven years at Harvard, Andrew took his first faculty position at the University of New England where he taught cardiovascular and pulmonary physiology to health profession and medical students. He continued to teach medical students their heart and lung physiology after moving to the University of South Carolina’s Medical School in Greenville where he also directed the school’s heart and lung pathophysiology courses.  Andrew currently teaches heart and lung physiology and pathophysiology at Virginia Tech Carilion School of Medicine, directs the heart and lung pathophysiology course and has also served as the departmental director of faculty development.

In his two decades of teaching medical physiology, Andrew has regularly drawn upon his dyspnea research experience to generate an active, clinically focused approach to medical education. This book is part of that approach and supports students preparing for class with the basic information with the intention to apply and contextualize that information in a guided case-based classroom experience.

Andrew has published numerous peer-reviewed research papers and book chapters about dyspnea and about contemporary medical education. He has also given keynote presentations, faculty workshops and international webinars to promote effective medical education for the modern adult learner.

Acknowledgments

Funding and In-Kind Support
Publication of this work is made possible in part through the support of VIVA (Virtual Library of Virginia), LibreTexts, the Open Education Initiative of the University Libraries at Virginia Tech, and Virginia Tech Publishing.

Peer Reviewers
Lauren Kennedy-Metz, Instructor in Surgery, Harvard Medical School
Anonymous research professor

Editorial Team
Managing Editor: Anita Walz
Graphic Design and Editorial Assistance: Kindred Grey
Alternative Text: Andrew Binks and Sophia DeSimone

Special Thanks
Delmar Larson, Founder, LibreTexts
Christa Miller, Accessible Technologies, Virginia Tech