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When Michael Weitz first approached me about writing a textbook on wound care for physical therapists, I said, “No way! There are excellent text books and they are written by my friends and mentors.” I had lugged my stack of wound care books to the meeting with the well-known authors of Carrie Sussman, Barbara Bates-Jensen, Luther Kloth, Joe McCulloch, Glenn Irion, Diane Krasner, and Caroline Fife, to name just a few. As we talked and brainstormed about how best to teach entry-level students, Michael recognized my passion for caring for patients with wounds and for teaching the science and art of wound care to students and residents in the university hospital setting. When he suggested an atlas rather than a traditional textbook, I was hooked.

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My mission in editing Text and Atlas of Wound Diagnosis and Treatment was to create a textbook for entry-level students in all of the medical professions (doctors, podiatrists, physician assistants, nurses, physical therapists, occupational therapists), so that upon entering the clinical setting everyone would: (1) have the same knowledge about wound healing and chronic wound pathophysiology, and (2) understand the role that each of the disciplines has in caring for patients with wounds. I believe the book has achieved that purpose. The chapters have a transparency that transcends professional differences and focuses on the common goals for healing and return to function for these challenging and often misunderstood patients.

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I am deeply grateful to each of the authors who shared my vision for how wound care should be taught and who dedicated many, many hours to transferring their clinical knowledge and experiences to paper and picture. Their commitment to the project, in addition to their full and busy professional lives, was the driving force that kept everyone focused on the finished product. Text and Atlas of Wound Diagnosis and Treatment collectively belongs to all of the contributing authors.

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The editors at McGraw Hill – Michael Weitz, Karen G. Edmonson, and Ritu Joon have been incredible mentors throughout this entire process. They have taught, guided, reminded, and encouraged me. They too shared my vision. Their professionalism has been exemplary and I am indeed fortunate to have had the opportunity to work with them.

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Lastly, I am deeply indebted to each and every patient, my own and those of the other authors, who so willingly agreed to have their lives be a part of this learning and teaching experience. The patient’s ability to educate students through their disability, pain, impairment, and uncertainty is something we can never take for granted. During their last clinical rotations, I tell my students that they have entered the professional environment where the patients are their most important teachers, not their professors. So I thank our patients for trusting, teaching, and sharing with all of you, the readers. Let us learn from them so that we may be better, more effective providers for all patients with wounds.

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Rose L. Hamm, PT, DPT, CWS, FACCWS
Assistant Professor of Clinical Physical Therapy
Division of Biokinesiology and Physical Therapy
Ostrow School of Dentistry
University of Southern California
Los Angeles, California

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