Conditions of Use
Covers most of the relevant topics, but there are a few that are excluded that would help with understanding, like microbial pathogenesis mechanisms. read more
Covers most of the relevant topics, but there are a few that are excluded that would help with understanding, like microbial pathogenesis mechanisms.
All the material I covered seemed accurate
Good job at covering most of the essential topics for Allied Health Majors, but some gaps in the material.
Text is good.
Fairly consistent, but again some subjects were missing
Subjects are well organized and fairly stand-alone.
With some of the missing topics, the flow is a bit difficult. There are a few chapters from the Microbiology OpenStax text (that this book is based on) I would add and reorder some of the chapters for a bit more logical flow.
The interface is very user friendly
I haven't noticed any errors
I haven't noticed any cultural insensitivities.
It would be helpful to re-number the figures/tables to match the chapter numbering (not just keep the original chapter numbers from the OpenStax book).
They do a really nice job of covering diseases of specific organ systems, however, there is very little regarding bacterial growth and metabolism. In my opinion it would be hard to make the jump from discussing the variety of microbes in one... read more
They do a really nice job of covering diseases of specific organ systems, however, there is very little regarding bacterial growth and metabolism. In my opinion it would be hard to make the jump from discussing the variety of microbes in one chapter and then jump right into pathogenesis without having a discussion on what microbes require and need to grow. Jumping into the modes of action for antibiotics would also be tricky without discussing metabolic pathways (even very basic) first. There is no index but a really nice glossary. I appreciated the Appendix covering chemistry and mathematical equations used-however it might be best to include this near the beginning of the textbook, perhaps as a Chapter 2 topic? Most of my students take my class BEFORE chemistry and higher level math so some of the concepts are hard for them.
I didn't find any sources of error.
I appreciated the sections describing modern applications/methods for DNA/testing. The case studies are a nice addition too since it is geared towards pre-nursing and allied health majors. I wouldn't mind a few more!
It is written at a level that is very appropriate for community college students-which is what I teach. I wouldn't recommend this for higher level courses though. Too basic and not enough detail covered. But if you are teaching a 100 level course this is a nice choice!
Yes, I believe it is sufficient.
They did a nice job at dividing the text into clearly labeled sections with flashy subtitles that mark where there is going to be a switch in the focus and topic.
I really do not like that the Table of Contents at the beginning DOES NOT match the Chapters main pages. For example, Table of Contents says Chapter 2 is titled The Cell but the page for it actually says Chapter 3. I can see this being a point of confusion for a lot of students (and me!) trying to keep it all straight in my head. The topics jump around a bit too much for me too. For example it jumps from discussing cells and goes right into virulence factors and pathogenesis before any real introduction to how microbes grow. So many of the concepts tie into each other and I think it's good to cover "the basics" of cellular biology before discussing disease. And then it makes sense to have Epidemiology following Pathogenesis instead of discussing the Immune response first. Just my personal preference though. And you could teach the chapters in any order really!
I had to deduct a point for the Chapter numbering issue where they don't line up with the Table of Contents, other than that it is good!
I did not find any mistakes.
The last few chapters cover the diseases of specific organ systems and I really appreciate throwing some Anatomy & Physiology in there, however, most of the diagrams and photos are showing patients that are caucasian. It would be nice to see more diversity of races represented, especially the computer generated diagrams which is easy enough to change! I understand that photographs may have been chosen to show the symptoms more clearly on a lighter skin tone though.
This appears to be pretty much the same textbook as "Microbiology" by Parker, et. al. just with a lot of the chapters removed. I was honestly disappointed when I found that out. You could just as easily use the bigger book with more chapters (including Biochemistry and Metabolism) and then just teach the content you prefer to focus on.
This textbook is very similiar to Cowan's Microbiology Fundamentals: A Clinical Approach. It covers the same content with many clinical applications that are appropriate for students going into healthcare fields. This text seems to be a great OER... read more
This textbook is very similiar to Cowan's Microbiology Fundamentals: A Clinical Approach. It covers the same content with many clinical applications that are appropriate for students going into healthcare fields. This text seems to be a great OER alternative. In terms of comprehensiveness, this text covers introductory microbiology topics appropriate for a 200 level course. It does not seems to discuss topics at an in depth level, which would be suitable for advanced or upper level microbiology students.
Content seems to be accurate and error free.
The textbook is relatively up to date with many clinical applications. The text was completed in 2017 so it would be recommended that instructors update their own lectures to include recent microbiology outbreak and research updates. However, the foundations of microbiology are well explained in this text and it can easily be used as a framework to discuss updated microbiology related topics.
The text is written and present in a clear format. The images are well labeled and displayed in the textbook.
The textbook is consistent in its terminology and framework. Again, it is very similiar to Cowan's Microbiology Fundamentals: A Clinical Approach in its content and framework.
This text could easily replace many of the healthcare-microbiology textbooks currently on the market with major publishers. The topics are aligned in a similar format and can be divided into the traditional modules easily.
The content of this text is presented in a clear fashion, except for the genetics chapter. This chapter is placed at the end of the textbook instead of along side the microbial metabolism chapter. This may be due to the fact that many instructors skip this chapter all together, but it does some missplaced.
The textbook is a simple PDF file and does not seem to have any issues with its interface or navigation features.
Grammatically, this textbook seems to not have any blatant errors.
Culturally, this textbook does not seem offensive.
This textbook could be updated to include more recent microbiology topics.
I find the test to be a very comprehensive treatment of microbiology for allied health students. I find the Appendices to be excellent reviews of the basic principles of chemistry, physics and relevant mathematics. The Glossary is extensive and... read more
I find the test to be a very comprehensive treatment of microbiology for allied health students. I find the Appendices to be excellent reviews of the basic principles of chemistry, physics and relevant mathematics. The Glossary is extensive and potentially very useful. Because of my training in biochemistry I think that an additional Appendix covering the basics of carbohydrate metabolism would be useful, especially when the student is performing biochemical tests in the laboratory.
The authors have obviously made heroic attempts to ensure accuracy. I could not find any errors that would detract from the book's value.
This book, published in 2017 is as up to date as possible , including discussion on the Ebola outbreak in Africa. The next edition should be incredibly interesting in its coverage of Covid 19.
The book is written in a style that make learning a joy. It is clear, concise and not turgid being written in a modern style from which the modern student learner can learn, while not sacrificing accuracy and detail.
The book is internally consistent in style and organization. I like the use of blocks of information that are relevant to the topic at hand, for example, case studies. I also like the special attempts made to identify important points and further clarify them in 'Check You Understanding" sections. I also like the use of self-tests throughout to help the student spot areas of weakness in their understanding.
This is something that is very important because many professors have developed their own lectures and class presentations that do not necessarily align with any text. Thus, it is important that the professor be able to point out where in the text the topic at hand is covered so that the student can jump into various locations in the text without have to wade through other material that, while important, is not relevant to the topic at hand.
Generally the book flows well and introduces the student to basic principles of microbiology before moving into the sections where diseases are discussed. The presentation of diseases by anatomical system is preferable than by discussing them by taxonomy for the target audience of this book.
The books flows well and I do not take issue with any of the authors decisions about organization or content with the exception that I think there should be a section on metabolism -especially carbohydrates.
I am not a grammarian and I found no issues with grammar.
While it is not possible to be culturally relevant about genetics, biochemistry, epidemiology, public health, and disease, I think that some accommodation could be made when discussing the role of microbes in making culturally relevant foods -for example use Kim Chi rather than Sauerkraut.
I will definitely give this book serious consideration when I teach Medical Microbiology to students in the Allied Health field. I will add to the various historical bits of information in the first few chapters references to the fact that advances in science and technology go hand in hand. For example, we did not know about animalicules until the microscope was developed.
The book includes chapters for all of the topics I would cover in a Microbiology course for Allied Health students. However, one of the topics/chapters that seems to be missing is one on aspects of microbial growth, growth media and methods for... read more
The book includes chapters for all of the topics I would cover in a Microbiology course for Allied Health students. However, one of the topics/chapters that seems to be missing is one on aspects of microbial growth, growth media and methods for identifying microorganisms with an emphasis on clinical specimens. I appreciate the inclusion of a glossary. I would have liked to see an index though. The absence of an index makes it a little more difficult to find the page numbers for the specific topics you are looking for.
I did not notice any inaccuracies. The information and topics areas to be objective and unbiased.
Much of the basic information included in this text will not require frequent updates, and hence will remain relevant for an extended period of time. Some chapters (epidemiology and antimicrobial drugs, for example) would likely benefit from periodic updates, but that should not be an overwhelming task.
The book reads easily and information is presented in a clear, well-organized manner. I believe students would find the text highly accessible and very "user-friendly".
I did not notice any inconsistencies. The use of "boxes" of information throughout is an effective organizational tool. In particular the use of different colored headings for each of the boxed features such as "clinical focus", "disease profile" etc. works very well. The design of the boxes and font for the headings is visually pleasing, and make it easy for the reader to scan the page for the information.
The modularity of this book is a good feature. There feels to be a sufficient amount of content under each of the subheadings. There is just the right amount of information in each chapter for a non-major's text and shouldn't feel overwhelming to the students.
The chapter numbers in the Table of Contents do not match the numbers of the actual chapters in the book. For example, clicking on Chapter 2 takes you to Chapter 3 pop up. Yes, the chapter is still "The Cell" (whether it is numbered 2 or 3) but it might be better if the Chapter numbers in both the Table of Contents and in the text matched. While I do note that this situation is addressed in the drop-down Table of Contents in the PDF version, this still has the potential to create some confusion when preparing the syllabus for the class or assigning readings and other work to students.
When using the drop-down Table of Contents in the PDF version, almost every time when I click on a subheading, I am taken to one page ahead of where the section actually starts and I have to scroll back up. This is a small point and only detracts a little from the ability to move through the book smoothly. I like the use of highlighted figure numbers throughout which allows the reader to click on it and be taken to the figure. What I did not like is that you cannot easily return to where you were reading before you clicked. There does not appear to be a "go back" feature. It would be much better if you could both navigate to the figure and then easily return to where you left off in the reading. Some of the "links to learning" that I tried to navigate to did not go anywhere (although some of them did work). I think this a very nice feature, but all of the links should have a destination otherwise students (and instructors) will give up on using them. In the "clinical focus" boxes, I appreciate the clickable buttons that allow you to jump to the next clinical focus box,. Again though, there is not an easy way to return to where you came from. The absence of "go back" features is a problem throughout. After navigating to a webpage from a "links to learning" button, upon returning to the book I ended up on a different page than the one I had navigated from .
I did not detect any significant grammatical errors. The book appears to have been well-edited.
While not offensive at all, the book would benefit from including a greater variety of races. Most pictures in the diseases chapters seemed to be of patients mostly from a single race.
This book would meet the content needs of a Microbiology course for Allied Health Majors. There are some features I would like to see. The inclusion of an index would be helpful. As it is now, the only way to find a topic is by using the table of contents, followed by scrolling though the text. I would also like to be able to cut and paste images from the book into a Powerpoint. I like the feature of moving around the book by clicking on highlighted buttons (to go to another section, figure, etc. to another), but returning to where you were in the text seems problematic, which limits the ease with which you can move around the book.
This book covers all the information that needs to be covered for a one semester non-majors microbiology course that allied health students need. read more
This book covers all the information that needs to be covered for a one semester non-majors microbiology course that allied health students need.
The information is accurate and unbiased.
The information is current and easily updated. The majority of the information hasn't changed in years and can easily be updated.
The text is clearly written and easy to follow. The information is concise.
The format is consistent and easy to follow.
The modules are great and easy to follow. Easy to assign readings.
I like to organization and the questions at the end of the modules and chapters.
The text flows easily and there are no interface issues.
I found not grammatical errors.
I found no culturally insensitive or offensive content.
I like that this book is linked in in with the ASM learning objectives! I will use this book to supplement my current course. It would be an excellent alternative to expensive microbiology textbooks which most likely don't get used by the student!
This textbook extensively covers microbial life, and infections and diseases in humans (and other lifeforms). Each chapter thoroughly describes its aspect of microbiology, from microbial genetics, to acellular and cellular microbes, to defenses... read more
This textbook extensively covers microbial life, and infections and diseases in humans (and other lifeforms). Each chapter thoroughly describes its aspect of microbiology, from microbial genetics, to acellular and cellular microbes, to defenses and microbial-control strategies, to diseases of the various body systems. Each chapter has excellent drawings and usually very good photo-images. The Clinical Focus, Case in Point, Micro Connections, etc., features in the chapters also can help allied-health students see the relevance of what they are learning, and ultimately applying when in their careers.
There were a few items in some chapters that I believe are inaccurate and should be corrected. Figure 3.16 (Chapter 3, The Cell) describes prokaryotic cells in isotonic, hypertonic and hypotonic solutions, but the image appears to be of plant cells, bases on the "extensions" of cell walls. Figure 6.26 on page 276 (Chapter 6, Acelllular Pathogens) shows a fuzzy image of a human brain that should be replaced. Table 6.3 lists eating infected meat as the cause of Kuru; I believe results from eating infected brain tissue. On page 658, or page 194/901, (Chapter 15, Microbial Mechanisms of Pathogenicity) why is Clostrium perfringens classified as iatrogenic and why isn't Streptococcous pyogenes listed for "flesh-eating" disease? In Table 15.7 (page 675 or 214/901), wouldn't it be more accurate to list cervical cells as another attachment site in the female reproductive system for Neisseria gonorrhoeae? In the "Micro Connection" on page 818 (325/901) of Chapter 19, Diseases of the Immune System, it might be of interest to students if worm-therapy was added to the discussion of the hygiene hypothesis. Figure 19.6 should state that the risk of Hemolytic Disease of the Newborn is present if the mother is Rh-negative, as is mentioned in the text on page 821 (328/901). On page 620 (431/901) of Chapter 14, Antimicrobial Drugs, the recent designation of "Fluoroquinolone Associated Disabilities" should be added to side-effects. Also, in the table, under "Drug Resistance", it is stated that one-third of the human population carries Staphylococcus aureus in the nose - isn't 33% higher than estimates (up to 20%?). On page 1174 (765/901) of Chapter 26, Nervous System Infections, neonatal meningitis is briefly mentioned, but there is no mention that pregnant females are routinely tested for Group B Strep colonization and if the bacteria are detected, she is put on prophylactic antibiotics before birth to protect her child. Poliomyelitis is discussed on pages 1188-1190 (779-781/901), but there is no mention of the current concern regarding childhood paralysis/Acute Flaccid Myelitis that has been showing up in the USA over the last few years (Enterovirus D68?). Figure 26.22 on page 1197 (788/901) states "Free-living amoeba in human brain tissue from a patient suffering from PAM", but the image does NOT show brain tissue - it shows N. fowleri among neutrophils and other defense cells, without any neurons or glia in the image.
As state above, the textbook may be more relevant if topics like worm therapy, Fluoroquinolone Associated Disabilities, testing pregnant females for Group B Strep, and the most-recent information on Acute Flaccid Myelitis, were added. Considering this is marketed as a textbook for students in allied health, I do wonder about the relevance of some topics. Are lichens important to human health care? The chapter on genetics and protein-syntheis is very-extensive and detailed; it seems like way too much for allied-health students.
In my opinion, the text is very-well written, and is in an appealing style. Overall, the text is written in a manner that I anticipate would be well-received by students (somewhat depending on the educational background of the student).
I did not detect any differences in the use of terminology, the framework of the text, the quality of the drawings, or the amount and type of questions at the end of the chapters.
The modularity within each chapter, including the insertion of summarizing tables after sub-sections, is excellent.
I am very confused about how the pdf of this textbook is organized, although it can easily be corrected. I twice downloaded the pdf with the same problem, so this needs to be looked at. Although the introduction lists chapters 1-18, with specific topics assigned to each chapter, the pdf of the textbook is different. For instance, there is no Chapter 2: The Cell in the pdf. Instead Chapter 1, pp 15-52 is followed by Chapter 3: The Cell, with pp. 89-146. The "Microbial Mechanisms of Pathogenicity" chapter is Chapter 15, not Chapter 5, as listed in the introduction. This goes on through the pdf, with the last chapter before the appendices, "Mechanisms of Microbial Genetics", as Chapter 11 and pp. 443-506.
Other than the "distortion" of a few images/charts that I listed above, I did not detect any other interface issues.
I did not detect grammatical errors.
I did not detect anything in the text, charts, images, or review questions that appeared insensitive or offensive.
Overall, I believe this is an excellent microbiology textbook for students in allied health. It details many topics that individuals in human health-care should know, or at least be made aware of, and the textbook has excellent charts and drawings (figures) to reinforce the information. The feature boxes throughout the textbook are truly engaging and should draw even more interest in microbiology by the reader. The appendices with some physics, chemistry and mathematics, and the glossary also are helpful. I plan to adopt this textbook the next time I teach microbiology. Well done!
This text contains topics that are most appropriate for the target population, undergraduate allied health majors. I particularly like that the ASM (American Society of Microbiology) recommended curriculum guidelines are listed the text chapters... read more
This text contains topics that are most appropriate for the target population, undergraduate allied health majors. I particularly like that the ASM (American Society of Microbiology) recommended curriculum guidelines are listed the text chapters are correlated to the guidelines. This demonstrates the authors’ commitment to meeting the needs of the student population for whom this text was written. Other than host response to a microbial challenge, there seemed to be little focus on positive host-microbe interactions. Given the amount of novel research into the impact of the healthy microbiome on human physiology, additional discussion of those topics would seem to be appropriate. In addition, discussion of the contextual nature of disease (e.g., within an economic structure, culture, legal system, etc.) can be useful in discussing why some epidemics (e.g., HIV) can be harder to address.
Overall, I found this text to be accurate. There are some small changes that might add to the accuracy. I suggest adding discussion of an HPV vaccine to the “Case in Point” on HPV exposure and including statistics on how condom use does reduce (though not prevent) HPV transmission. In the table, on TSE transmission, Kuru is primarily transmitted by the consumption of neural tissue (brain) rather than “meat” which typically implies muscle tissue. Although I understand that this is a Micro text, the introduction to epidemiology should acknowledge that the study and field include chronic disease epidemiology as well as microbial disease.
Given the target population, there are specific aspects of this text that are particularly relevant, including the “Eye on Ethics” features that incorporate questions of bioethical importance into the “traditional” science text. Longevity can be a significant challenge in a rapidly changing field like Microbiology and while this text is current, some of the descriptions of standard lab practices (Gram staining first or sequencing?) might be addressed in future editions. Some of the discussion of protist taxonomy seemed not particularly relevant to this text, with its clinical focus. Echoing earlier comments, the limited discussion of the human microbiome and positive host-microbe interactions make the text a bit less relevant to current microbiology conversations, both in research and in general press.
I found this text to be consistently clear and readable without being overly simplistic. I particularly found the bolded glossary terms, the figure links, and the chapter summaries to be useful tools in clearly reinforcing the content.
In general this text is consistent in content as well as in cross-referencing within the text, there are small occasions where this could be improved (e.g., not mentioning prions in the initial introduction to acellular pathogens). Suggestions for improvement might include reworking some of the “Clinical Focus” modules since the questions seem beyond students’ current knowledge. For example, in the viruses section (6.1) there are questions about additional tests and treatment types, neither of which have been covered yet in the text (covered in chapters 6 [mislabeled 8] and 10 [mislabeled 12]).
My comments about modularity mesh with comments about the organization and structure. The modularity of this text works very well for this text and its target audience. There is a good flow and balance of text, tables, graphics/images, and supplemental features (“Clinical Focus,” “Micro Connections,” “Check Your Understanding”).
There is a serious issue with the table of contents and the chapter titles! Chapter 1 is the ONLY chapter that is numbered correctly. The remaining chapter numbers do not correspond to any of the chapter/section/graphic/table numbering. It would seem that assigning chapters to students would be incredibly confusing given this formatting issue. The authors clearly reworked their earlier OER text but didn’t renumber chapters anywhere other than in the table of contents. Except for this issue, I thought that the organization was effective. There are a few small formatting issues that I found distracting (e.g., tables broken up over two pages [Table 3.2, 14.10, etc.]) that could be easily addressed in a future edition. In terms of content and language, the structure was appropriate and effective and the language accessible without being overly simplistic. There seems to be a lot of (more than necessary?) text content devoted to non-pathogen related immune system pathologies. I would also suggest moving the chapter on the mechanism of microbial genetics (listed as chapter 18 in the table of contents but labeled as chapter 11 in the text) to earlier in the text, perhaps after microbial mechanisms of pathogenicity.
I found no issues with the interface of this text. I will second the observation of the previous reviewer who noted that the images have slightly less sharp resolution but also agree that this is not enough of a distraction to make the text less usable or user-friendly for students. Including the bookmarks makes for particularly easy navigation with in a PDF viewer. Chapter outlines are useful, but making them linkable would enhance movement through the text.
Other than the serious chapter numbering issue (see comment in organization/structure/flow), I did not notice grammatical errors.
The authors might consider updating some language to minimize stigma (e.g., sex worker replacing prostitute, STI replacing STD, not titling a section about exposure to HPV as a “Scare,” etc.) or to expand representation (e.g., more diverse selection of historical figures). While I appreciate that some images are useful when discussing STIs/urogenital infections, since most of these infections are typically asymptomatic, I think that an overemphasis on unrepresentative images can be misleading. The graph on p. 611 related to the parental expectation of antibiotic use needs some context to avoid seeming stigmatizing to people living in poverty.
Overall, I think this is a good text. Given the target population, I think that some content areas could be expanded and others contracted (see comments under comprehensiveness and cultural relevance). If the formatting issue of the incorrect chapter numbers was resolved, I could consider adopting this text and/or working with this text as a foundation to build an OER more specifically targeted to the Microbiology course we teach.
This textbook is designed for undergraduate allied health majors and is appropriately written for this audience. The topics covered are in sufficient detail and are grouped well as described in the table of contents. read more
This textbook is designed for undergraduate allied health majors and is appropriately written for this audience. The topics covered are in sufficient detail and are grouped well as described in the table of contents.
This reviewer did not find any inaccurate statements or outdated information (though given the nature of growing fields such as immunology that might need to be revised or updated for future editions).
Textual topics and material are arranged in a concise manner that will make it easy for future revisions. In its current form, material is sufficiently up to date and completely relevant.
The writing style is easy to read and flows well from one topic to another. Abbreviations are expanded as needed and figures are placed close to the textual paragraphs where discussed.
All of the chapters flow seamlessly. There is no discontinuity in terminology or framework from chapter to chapter. There is one minor critique, when discussing pathogens such as viruses and techniques in microbiology, antibodies are listed and mentioned. However, the chapter on the immune system that produces antibodies appears much later. A notation could be inserted to alert readers that the topic of antibodies are covered in greater detail elsewhere.
Well portioned paragraphs. Readers can easily stop at a point and pick up later without having to restart at the beginning of the paragraph. The text is designed well of the "millennial" / contemporary students who prefer reading based on mobile interfaces rather than a traditional hard copy textbook. Paragraphs seem to be designed accordingly. Although it would be perfect if a mobile device version of this text were also made available.
This textbook emphasizes microbiology for the health care student perspective. Therefore chapters and content material is organized accordingly. Microbes are introduced in general but diseases are described based on body systems which makes this textbook offering a very attractive option to use.
There are not significant issues with the interface. However, it seems that the graphics have a relative poor resolution compared to other textbooks. This deficiency by no means detracts from the science or concepts being illustrated. Perhaps in future editions, graphics could be improved.
No grammatical errors were noticed by in this review.
Clinical focus case studies and examples used in the book are appropriate to a liberal western or US audience. This textbook might not be suitable worldwide for use in other regions.
Excellent book. This reviewer is considering adopting this book, after reviewing Instructor resources. It would have been useful to also have access to these resources to look at presentation slides and other materials provided including the test bank.
Table of Contents
- Chapter 1: An Invisible World
- Chapter 2: The Cell
- Chapter 3: The Eukaryotes of Microbiology
- Chapter 4: Acellular Pathogens
- Chapter 5: Microbial Mechanisms of Pathogenicity
- Chapter 6: Innate Nonspecific Host Defenses
- Chapter 7: Adaptive Specific Host Defenses
- Chapter 8: Diseases of the Immune System
- Chapter 9: Control of Microbial Growth
- Chapter 10: Antimicrobial Drugs
- Chapter 11: Disease and Epidemiology
- Chapter 12: Skin and Eye Infections
- Chapter 13: Respiratory System Infections
- Chapter 14: Urogenital System Infections
- Chapter 15: Digestive System Infections
- Chapter 16: Circulatory and Lymphatic System Infections
- Chapter 17: Nervous System Infections
- Chapter 18: Mechanisms of Microbial Genetics
Appendix A: Fundamentals of Physics and Chemistry Important to Microbiology
Appendix B: Mathematical Basics
Appendix C: Glossary
About the Book
Microbiology for Allied Health Students is designed to cover the scope and sequence requirements for the single semester Microbiology course for non-majors and allied health students. The book presents the core concepts of microbiology with a focus on applications for careers in allied health. The pedagogical features of Microbiology for Allied Health Students make the material interesting and accessible to students while maintaining the career-application focus and scientific rigor inherent in the subject matter.
The scope and sequence of Microbiology for Allied Health Students has been developed and vetted with input from numerous instructors at institutions across the U.S. It is designed to meet the needs of most microbiology courses allied health students.
With these objectives in mind, the content of this textbook has been arranged in a logical progression from fundamental to more advanced concepts. The opening chapters present an overview of the discipline, with individual chapters focusing on cellular biology as well as each of the different types of microorganisms and the various means by which we can control and combat microbial growth. The focus turns to microbial pathogenicity, emphasizing how interactions between microbes and the human immune system contribute to human health and disease. The last several chapters of the text provide a survey of medical microbiology, presenting the characteristics of microbial diseases organized by body system.
About the Contributors
Molly Smith, South Georgia State University
Sara Selby, South Georgia State University