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/div> div class="wrap-content-read table-responsive">v class="wrap-content-read table-responsive">class="wrap-content-read table-responsive">ass="wrap-content-read table-responsive">"wrap-content-read table-responsive">rap-content-read table-responsive">content-read table-responsive">ntent-read table-responsive">ent-read table-responsive">ickerkerr id00-000-00000lass="">The need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ss="">The need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.="">The need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.">The need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.The need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.e need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.need to hear and record the patient's history, and to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.d to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.to elicit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.licit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.cit and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.and interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.d interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.interpret physical signs remains paramount in medical practice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ractice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ctice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ice. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff. In an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.n an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.an era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.n era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.era of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.a of increasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ncreasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.reasing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.asing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.sing medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ng medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff. medical litigation, accurate records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff. records of history and examination in hospital and general practice serve to strengthen the defence of the doctor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.tor. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.r. Recent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ecent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ent changes in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.anges in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ges in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.s in medical education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.l education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.education are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.ucation are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. However, we still believe that comprehensive texts, illustrated with contemporary disease states, will remain a valuable source of clinical instruction for students and qualified medical staff.tion are directed to problem-solving techniques, which rely on evidence-based medicine that require access to a computer. 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We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.or ease of learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. ease of learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.ase of learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.e of learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.of learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. learning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.earning and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.g and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.and understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.d understanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.derstanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.rstanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.tanding, while photographs - some black and white, some in colour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.lour will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.ur will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. will help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.ill help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.l help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.help to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.lp to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. to understand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.derstand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.rstand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.tand descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. descriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.escriptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition.criptions of practical skills and physical signs. We are grateful to all the patients illustrated who have consented to their photographs being published in this edition. to all the patients illustrated who have consented to their photographs being published in this edition.o all the patients illustrated who have consented to their photographs being published in this edition.all the patients illustrated who have consented to their photographs being published in this edition.l the patients illustrated who have consented to their photographs being published in this edition.the patients illustrated who have consented to their photographs being published in this edition.e patients illustrated who have consented to their photographs being published in this edition.patients illustrated who have consented to their photographs being published in this edition.tients illustrated who have consented to their photographs being published in this edition. illustrated who have consented to their photographs being published in this edition.llustrated who have consented to their photographs being published in this edition.ustrated who have consented to their photographs being published in this edition.ated who have consented to their photographs being published in this edition.ed who have consented to their photographs being published in this edition. who have consented to their photographs being published in this edition.ublished in this edition.lished in this edition.shed in this edition.ed in this edition. in this edition.n this edition.this edition.is edition.tion.on..pan>n>The authors wish to thank the many colleagues and friends who have been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.s who have been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.who have been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.o have been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.have been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ve been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. been instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.een instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.n instrumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.rumental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.mental in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ntal in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. in the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.n the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.the preparation of this book. To the staffs of the Chair and Clinic of internal diseases propedeutics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ics, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.s, Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. Sechenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.echenov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.henov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.nov Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.v Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.Moscow medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. medical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.edical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ical academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. academy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.cademy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.demy goes our gratitude for their assistance in preparing illustrations used in this book. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ok. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.. We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.We express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. express our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.xpress our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ress our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ss our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. our special thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.pecial thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.cial thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.al thanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.hanks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.nks to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.s to doctors Maria Nadinskaya MD, Oxana Drapkina MD PhD, Julia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ulia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ia Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. Shulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.hulpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.lpekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ekova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ova MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.a MD, Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.Oleg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.eg Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. Shifrin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.frin MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.in MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. MD, Alexey Lapshin MD, Chavar Pavlov MD, Mikhail Kon'kov, Natalya Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.a Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.Kokina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.kina MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.na MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. MD, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.D, Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. Marina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.arina Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.Mayevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.yevskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.vskaya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.ya MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina. MD, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.D, Alexander Rumyantsev, Yan Libet, Larisa Sheptulina.span>an>>

classass="txtars in the difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.s in the difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.in the difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. the difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.he difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. difficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ifficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ficulties encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ies encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.s encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.encountered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.untered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.tered by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.red by medical students in understanding these fundamental principles with regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.th regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. regard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.egard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ard to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.d to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.to physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. physical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.hysical examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.l examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.examination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.amination. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ation. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ion. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.n. By whatever method they are taught, the apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.apparent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.parent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.rent ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.nt ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. ease with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ase with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.e with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.with which these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.hich these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ch these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. these principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.se principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. principles are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.rinciples are forgotten (or not learned) impels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.pels serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ls serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. serious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.erious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ious thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.us thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. thought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.hought as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. as to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.s to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.to the efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.he efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. efficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.fficacy of teaching methods. It is indeed a source of wonder that students will memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.l memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.memorize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.morize and retain facts concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period 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the fundamental facts about physical examination.concerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.ncerning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.erning difficult differential diagnosis, multiple details with regard to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination. to clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.o clinical pictures and therapeutics and yet are unable, beyond the period of formal examination, to 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beyond the period of formal examination, to retain the fundamental facts about physical examination.and therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.d therapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.erapeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.apeutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.eutics and yet are unable, beyond the period of formal examination, to retain the fundamental facts about physical examination.l facts about physical examination.facts about physical examination.cts about physical examination.s about physical examination.about physical examination.out physical examination.t physical examination.physical examination.al examination. 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//prior.studentlibrary.ru/ru/pages/about.html" class="white-color">О проекте
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ior.studentlibrary.ru/ru/pages/about.html" class="white-color">О проекте
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r.studentlibrary.ru/ru/pages/about.html" class="white-color">О проекте
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about.html" class="white-color">О проекте
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tml" class="white-color">О проекте
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>О проекте
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проекте
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проекте
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роекте
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оекте
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екте
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е
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howuse.html" class="white-color">Как пользоваться
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se.html" class="white-color">Как пользоваться
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li class="footer-link">Скачать приложение
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иложение
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ложение
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ние
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е
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i>
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www.upzdrav.ru" target='_blank'>Официальная страница компании
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w.upzdrav.ru" target='_blank'>Официальная страница компании
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target='_blank'>Официальная страница компании
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rget='_blank'>Официальная страница компании
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et='_blank'>Официальная страница компании
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Официальная страница компании
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и
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span>
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an>
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/a>
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>
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ter-head">Россия, Москва, ул.Садовническая, д. 11, стр.12.

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r-head">Россия, Москва, ул.Садовническая, д. 11, стр.12.

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head">Россия, Москва, ул.Садовническая, д. 11, стр.12.

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Россия, Москва, ул.Садовническая, д. 11, стр.12.

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pan>Россия, Москва, ул.Садовническая, д. 11, стр.12.

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n>Россия, Москва, ул.Садовническая, д. 11, стр.12.

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осква, ул.Садовническая, д. 11, стр.12.

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сква, ул.Садовническая, д. 11, стр.12.

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ква, ул.Садовническая, д. 11, стр.12.

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, д. 11, стр.12.

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д. 11, стр.12.

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. 11, стр.12.

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11, стр.12.

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1, стр.12.

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стр.12.

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тр.12.

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.12.

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12.

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div class="col-md-4 col-sm-4 col-xs-12 wrap-address-blocks">
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class="col-md-4 col-sm-4 col-xs-12 wrap-address-blocks">
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class="footer-head">Отдел продаж ЭБС "Консультант студента"

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lass="footer-head">Отдел продаж ЭБС "Консультант студента"

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ss="footer-head">Отдел продаж ЭБС "Консультант студента"

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oter-head">Отдел продаж ЭБС "Консультант студента"

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er-head">Отдел продаж ЭБС "Консультант студента"

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-head">Отдел продаж ЭБС "Консультант студента"

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дел продаж ЭБС "Консультант студента"

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ел продаж ЭБС "Консультант студента"

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л продаж ЭБС "Консультант студента"

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/span>

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pan>

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p>
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class="footer-address">sale@studentlibrary.ru

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ass="footer-address">sale@studentlibrary.ru

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ss">sale@studentlibrary.ru

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">sale@studentlibrary.ru

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sale@studentlibrary.ru

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href="mailto:sale@studentlibrary.ru" class="white-color">sale@studentlibrary.ru

16+
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u" class="white-color">sale@studentlibrary.ru

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class="white-color">sale@studentlibrary.ru

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lass="white-color">sale@studentlibrary.ru

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="white-color">sale@studentlibrary.ru

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white-color">sale@studentlibrary.ru

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">+7(495)921-39-07 доб. 648, 655

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+7(495)921-39-07 доб. 648, 655

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pan class="white-color">+7(495)921-39-07 доб. 648, 655

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s="white-color">+7(495)921-39-07 доб. 648, 655

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"white-color">+7(495)921-39-07 доб. 648, 655

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495)921-39-07 доб. 648, 655

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5)921-39-07 доб. 648, 655

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921-39-07 доб. 648, 655

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>Техническая поддержка

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ехническая поддержка

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хническая поддержка

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ническая поддержка

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ическая поддержка

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ческая поддержка

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ская поддержка

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кая поддержка

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ая поддержка

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">support@studentlibrary.ru

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support@studentlibrary.ru

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href="mailto:support@studentlibrary.ru" class="white-color">support@studentlibrary.ru

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"mailto:support@studentlibrary.ru" class="white-color">support@studentlibrary.ru

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ailto:support@studentlibrary.ru" class="white-color">support@studentlibrary.ru

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lto:support@studentlibrary.ru" class="white-color">support@studentlibrary.ru

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ntlibrary.ru" class="white-color">support@studentlibrary.ru

16+
library.ru" class="white-color">support@studentlibrary.ru

16+
brary.ru" class="white-color">support@studentlibrary.ru

16+
lass="footer-address">+7(495)921-39-07

16+
ss="footer-address">+7(495)921-39-07

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="footer-address">+7(495)921-39-07

16+
footer-address">+7(495)921-39-07

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">+7(495)921-39-07

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pan class="white-color">+7(495)921-39-07

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"white-color">+7(495)921-39-07

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495)921-39-07

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5)921-39-07

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921-39-07

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-39-07

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9-07

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07

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s="footer-address">+7(917)550-49-08

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ter-address">+7(917)550-49-08

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r-address">+7(917)550-49-08

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address">+7(917)550-49-08

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ss">+7(917)550-49-08

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">+7(917)550-49-08

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+7(917)550-49-08

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ddress>
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ass="footer-link">Гуманитарные вузы
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tml'>Классические университеты
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