The medical literature reports that 40%-80% of chronic pain patients are misdiagnosed. Clearly, misdiagnosis leads to ordering the wrong tests, and thereby obtaining an incorrect diagnosis, or overlooking a diagnosis totally, which results in mistreatment. Many reports in the medical literature indicate the best way to get an accurate diagnosis, is to obtain a complete and thorough history. However, this is a time consuming process, and most physicians don’t spend the needed time with a patient. Therefore, a team of doctors from Johns Hopkins Hospital developed a 72 question test, with 2008 possible answers, available over the Internet. When a patient completes the questionnaire, diagnoses are returned within 5 minutes. These diagnoses have a 96% correlation with diagnoses of Johns Hopkins Hospital doctors. This is the highest level of accuracy of any expert system available. The efficacy of this approach is proven by outcome studies, which prove that this approach results in a far higher return to work rate and reduced use of medication and doctors visits, when compared to other techniques. This is similar to the techniques used by Johns Hopkins Hospital to reduce their workers compensation payments by 54%.

1. The need for a careful and thorough
history and how to obtain one
www.MarylandClinicalDiagnostics.com
COURSE 2
Nelson Hendler, MD, MS
Former Assistant Professor of Neurosurgery
Johns Hopkins University School of Medicine
Past president-American Academy of Pain Management

2. Concepts for Diagnosis
• A diagnosis allows “predictive analytics.”
• “Predictive analytics” is essentially pattern
recognition, i.e. recognizing a pattern of
symptoms, or behavior, a “clusters of events,”
and then predicting what else can be associated
with these “clusters of events.”
• I noticed the headlights on my car were left on
over night, and the car won’t start. I should-1)
add gas 2) charge the battery 3) change the
solenoid 4) get new spark plugs

3. Evidence Based Medicine
• “Outcome studies” or “evidence based medicine”
measure how good your “predictive analytics”
were.
• This is based on longitudinal studies, to determine
the accuracy of diagnosis, and if the proper
treatment was selected, based on outcome, or the
results of treatment.
• My car won’t start-what else is associated with it?
• It just clicks-change the solenoid
• Nothing happens or just whirrs- change the battery
• It turns over but sputters- add gas

4. Pattern Recognition and Outcome
Studies lead to Predictive Analytics
• My car won’t start, and the lights were left on
overnight, and it whirrs when I turn the ignition key – a
cluster of symptoms, history and signs.
• Based on experience, from doing a variety of treatments
for this condition with the associated symptoms, I know
that charging the battery is going to produce better
results than changing the solenoid
• I charge the battery, and the car starts-Evidence Based
• I can now predict what treatment works for the set of
symptoms of a) symptom of not starting b) history of
lights left on c) sign of a whirring engine

5. The value of a thorough history
In Israel, a swallowing disorder questionnaire could
predict findings on oral physical examination 85%
of
the time (1).
In Canada, a questionnaire could predict who
would have abnormal ankle X-rays 98% of the
time (2)
In the US, a questionnaire could predict which
patient with back or neck pain would have
medical test abnormalities 95% of the time (3)
(1) Cohen JT, Manor Y. Swallowing disturbance questionnaire for detecting dysphagia. Laryngoscope. 2011
Jul;121(7):1383-7
(2) Stiell, IG, Greenberg, GH, McKnight, RD, Nair, RC, McDowell, I., Reardon, F, Stewart, JP, Maloney, J.: Decision rules
for the use of radiography in acute ankle injuries. Refinement and prospective validation. JAMA, March 3, 269
(9):1127-32, 1993
(3) Hendler, N. and Baker, A., An Internet questionnaire to predict the presence or absence of organic pathology in
chronic back, neck and limb pain patients, Pan Arab Journal of Neurosurgery, Vol. 12, No. 1, pp: 15-24, April,
2008.

6. Various Educational Institutions
Recognize a Thorough History
provides Proper Diagnosis
• The value of a diagnosis is ---
• It allows a physician to explain symptoms and signs
• It determines the source of the illness- the
pathophysiology
• Once the pathophysiology is established, from the
diagnosis, the physician can then select proper tests to
confirm the diagnosis
• With proper confirmation, specific treatments, based on
experience, can be used which give a predicted

7. Training to Take a Thorough History
This study evaluated the impact of a training program in
communications skills on subsequent diagnostic efficiency.
Videotaped history-taking interviews conducted by groups of
specially trained and control groups of students were rated for
their diagnostic efficiency by two medical practitioners. Students in
the trained group had shown greatly increased skills in interviewing
and interpersonal effectiveness as a result of their training. A
comparison of ratings given by the two experimentally naive,
independent observers revealed that trained students were
significantly better at eliciting full, relevant data from patients--
they were diagnostically more efficient, but took no longer than
their control group counterparts to elicit the information. Further
research with the medical interview rating scale will clarify the
skills required of medical students in interviewing and diagnosis
and facilitate remedial training for students who show poor
interview skills.
Evans BJ, Stanley RO, Mestrovic R, Rose L., Effects of communication skills training on students' diagnostic
efficiency, Med Educ. 1991 Nov;25(6):517-26.

8. Teaching History Taking Skills
Since clinical training often fails to equip medical students with essential
history-taking skills, more effective teaching methods required to be
developed. As previous work had suggested that training which included
televised demonstrations of history-taking and practice with simulated
patients might be superior to traditional methods, it was decided to
evaluate this experimentally. Thirty students beginning the Oxford Clinical
Course were randomly selected and allocated to a traditional or one of two
experimental courses. Both experimental courses used television and
simulation but differed in the way the history-taking demonstrations were
presented. After completing these courses, each student was asked to take
a history from a simulated patient. Rating of the videotapes of these
interviews showed that the two experimental groups obtained much more
information and used many more of the required skills than students
assigned to the traditional course. The experimental students were also
rated more favourably by the simulators and recorded more data in their
case histories. It is concluded that these short courses were practical, very
effective, and could be augmented by a self-teaching programme in history-
taking skills.
Maguire GP, Clarke D, Jolley B. An experimental comparison of three courses in history-taking skills for medical
students, Med Educ. 1977 May;11(3):175-82.

9. Teaching History Taking Skills
• Communication is an important component of patient care. Traditionally,
communication in medical school curricula was incorporated informally as part of
rounds and faculty feedback, but without a specific or intense focus on skills of
communicating per se. The reliability and consistency of this teaching method left
gaps, which are currently getting increased attention from medical schools and
accreditation organizations. There is also increased interest in researching patient-
doctor communication and recognizing the need to teach and measure this specific
clinical skill. In 1999, the Accreditation of Council for Graduate Medical Education
implemented a requirement for accreditation for residency programs that focuses
on "interpersonal and communications skills that result in effective information
exchange and teaming with patients, their families, and other health
professionals." The National Board of Medical Examiners, Federation of State
Medical Boards. and the Educational Commission for Foreign Medical Graduates
have proposed an examination between the. third and fourth year of medical
school that "requires students to demonstrate they can gather information from
patients, perform a physical examination, and communicate their findings to
patients and colleagues" using standardized patients.
• Teutsch C. Patient-doctor communication. Med Clin North Am. 2003
Sep;87(5):1115-45.

10. Teaching History Taking Skills
• One's efficiency and effectiveness in communication can be improved through training,
but it is unlikely that any future advances will negate the need and value of
compassionate and empathetic two-way communication between clinician and patient.
The published literature also expresses belief in the essential role of communication. "It
has long been recognized that difficulties in the effective delivery of health care can
arise from problems in communication between patient and provider rather than from
any failing in the technical aspects of medical care. Improvements in provider-patient
communication can have beneficial effects on health outcomes". A systematic review
of randomized clinical trials and analytic studies of physician-patient communication
confirmed a positive influence of quality communication on health outcomes.
Continuing research in this arena is important. For a successful and humanistic
encounter at an office visit, one needs to be sure that the patient's key concerns have
been directly and specifically solicited and addressed. To be effective, the clinician must
gain an understanding of the patient's perspective on his or her illness. Patient concerns
can be wide ranging, including fear of death, mutilation, disability; ominous attribution
to pain symptoms; distrust of the medical profession; concern about loss of wholeness,
role, status, or independence; denial of reality of medical problems; grief; fear of leaving
home; and other uniquely personal issues. Patient values, cultures, and preferences
need to be explored. Gender is another element that needs to be taken into
consideration.
• Teutsch C. Patient-doctor communication. Med Clin North Am. 2003 Sep;87(5):1115-45.

11. Teaching History Taking Skills
• Ensuring key issues are verbalized openly is fundamental to effective patient-
doctor communication. The clinician should be careful not to be judgmental or
scolding because this may rapidly close down communication. Sometimes the
patient gains therapeutic benefit just from venting concerns in a safe
environment with a caring clinician. Appropriate reassurance or pragmatic
suggestions to help with problem solving and setting up a structured plan of
action may be an important part of the patient care that is required. Counseling
around unhealthy or risky behaviors is an important communication skill that
should be part of health care visits. Understanding the psychology of behavioral
change and establishing a systematic framework for such interventions, which
includes the five As of patient counseling (assess, advise, agree, assist, and
arrange) are steps toward ensuring effective patient-doctor communication.
Historically in medicine, there was a paternalistic approach to deciding what
should be done for a patient: the physician knew best and the patient accepted
the recommendation without question. This era is ending, being replaced with
consumerism and the movement toward shared decision-making. Patients are
advising each other to "educate yourself and ask questions". Patient satisfaction
with their care, rests heavily on how successfully this transition is accomplished.
Ready access to quality information and thoughtful patient-doctor discussions is
at the fulcrum of this revolution.
Teutsch C. Patient-doctor communication. Med Clin North Am. 2003 Sep;87(5):1115-45.

12. Teaching History Taking Skills
• Recognizing that skilled history-taking is in danger of
becoming a lost art, the American Board of Internal Medicine
calls attention to the urgent need for internal medicine
residency programs to ensure that these skills are taught and
assessed. Although the Board's certification examination
contains standardized items that test the physician's ability to
use information from a patient's medical history, the written
examination cannot assess the physician's ability to elicit that
history. The Board believes that history-taking skills will
become even more crucial as health care delivery changes,
requiring more cost efficiency without sacrificing quality. By
highlighting the skills of effective history-taking and strategies
for assessment, the Board offers specific recommendations
for its promotion as a key element of quality patient care.
Schechter GP, Blank LL, Godwin HA Jr, LaCombe MA, Novack DH, Rosse WF.
Refocusing on history-taking skills during internal medicine training. Am J
Med. 1996 Aug;101(2):210-16

13. Teaching History Taking Skills
• Though most medical schools administer comprehensive clinical skills
assessments to identify students who have not achieved competence, the
types of problems uncovered by these exams have not been
characterized. METHOD: The authors interviewed 33 individuals
responsible for remediation after their schools' comprehensive
assessments, to explore their experience with the problems students
demonstrate and strategies for and success with remediation. RESULTS:
Respondents perceived that technique problems in history taking and
physical examination were readily correctable, but that poor performance
resulting from inadequate knowledge or poor clinical reasoning ability was
more difficult to ameliorate. Interpersonal skill deficiencies, which often
manifested as detachment from the patient, and professionalism
problems attributed to lack of insight, were most refractory to
remediation. CONCLUSIONS: Poor performance in comprehensive
assessments often indicates underlying deficiencies in cognitive ability,
communication skills, or professionalism. The challenge of remediating
these deficiencies late in medical school calls for earlier identification and
intervention.
Hauer KE, Teherani A, Kerr KM, O'Sullivan PS, Irby DM. Student performance problems in medical
school clinical skills assessments. Acad Med. 2007 Oct;82(10 Suppl):S69-72

14. Conclusion-Teaching History Taking
• Time consuming to teach and learn
• Labor intensive to teach and learn
• Without training, lots of inter-rater variability
• Doctors are rushed, so less likely to spend time
• Insurance doesn’t reward long time with a patient
• Failure to take adequate or accurate history leads
to bad medical diagnosis
• Variables include not only the skills of the doctors,
but the communication skills of the patient
• Doctors tend to rely on tests rather than history

15. How failure of taking a careful history
interferes with making a diagnosis
• If a patient complains of pain in their thumb, and the
doctor takes an X-ray, and sees a vise clamped on the
thumb, the diagnosis is established, and the treatment is
clear..remove the vise.
• If a patient complains of pain in their thumb, and the
doctor sees no broken bones or compression, on X-ray,
then he doesn’t have a diagnosis nor a treatment.
• But if a doctor asks “How did the pain start?” and is told
“When I repetitively hit my thumb with a hammer” then
the cause of the pain is established. The X-ray is needed
only to see if the repetitive hammer blows chipped or
broke a bone, which leads to one treatment, or if the
tissue is just bruised, which leads to another treatment

16. Real-life Problems with Taking a
Thorough History
• Not enough time to take a history
• Interruptions by phone, or staff
• Loss of train of thought-tired-distracted
• Forgetting to ask questions
• The patient has communication problems, i.e.
hard of hearing, English is not the first
language, fear of the doctor, not
understanding the questions, lack of
knowledge of their body, forgetting symptoms

17. Specific Problems with Chronic Pain
• Patients focus on the severity of the pain,
which is of no diagnostics value, since pain is a
totally subjective experience
• Doctors don’t ask the right questions, because
they are not trained in history taking from
chronic pain problems
• Key questions are the location of the pain, how
the pain first occurred, the type of pain which
is felt, what makes it better, what makes it
worse, and is it constant or intermittent.

18. Interpretation of the Answers
• A throbbing, pounding pain is indicative of a
vascular problem.
• Numbness is indicative of sensory nerve damage,
of either compressive nature, compromised
vascular flow, or metabolic nature, such as
diabetes, or poisoning.
• A constant pain predicts a compressive nature to
the cause.
• An intermittent pain predicts a mechanical
component to the source of the pain.
• Location predicts the nerve causing the pain, etc.

19. www.MarylandClinicalDiagnostics.com
Diagnostic Paradigm
• Research has shown that 40%-80% of chronic pain
patients are misdiagnosed
(1,2,3,4,5,6,7,8,9,10,11)
• 1) Dellon, A.L., Hendler, N., Hopkins, J.E.T., Karas, A.C., Campbell, J.N.: "Team Management of Patients with Diffuse Upper Extremity Complaints." Maryland Medical Journal. Vol.
35, No. 10:849-852, October, 1986.
• 2) Long, D., Filtzer, D., BenDebba, M., Hendler, N.: "Clinical Features of the Failed-Back Syndrome." Journal of Neurosurgery. Vol. 69, pp. 61-71, July, 1988.
• 3) Hendler, N., Kozikowski, J., Schlesinger, R., Schlesinger, J.: "Diagnosis and Treatment of Muscle Tension Headaches." Pain Management. Vol. 4, No. 2:33-41, March/April, 1991.
• 4) Hendler, N., Zinreich, J., Kozikowski, J.: "Three-DMCDnsional CT Validation of Physical Complaints in `Psychogenic Pain Patients." Psychosomatics. Vol. 34, No. 1:90-96,
January/February, 1993.
• 5) Hendler,N.,Kozikowski,J.:" Overlooked Physical Diagnoses in Chronic Pain Patients Involved in Litigation." Psychosomatics.Vol.34,No.6:494-501,November/December, 1993.
• 6) Hendler,N. Kozikowski, J., Morrison, C., Sethuraman,G. "Diagnosis and Management of Sacroiliac Joint Disease." Journal of the Neuromusculoskeletal System.Vol. 3, No.4:169-
174, Winter, 1995.
• 7) Hendler, N., Bergson, C., Morrison, C.: "Overlooked Physical Diagnoses in Chronic Pain Patients Involved in Litigation, Part 2." Psychosomatics. Vol. 37, No.6: 509-517,
November/December, 1996.
• http://www.slideshare.net/DiagnoseMyPain/overlooked-diagnoses-in-chronic-pain
• 8) Hendler, N.: “Differential Diagnosis of Complex Regional Pain Syndrome.” Pan Arab Journal of Neurosurgery. Oct., 2002 pp. 1-9.
• http://www.slideshare.net/DiagnoseMyPain/crps-rsd-overdiagnosed-71-of-time
• 9) Hendler, N. Overlooked Diagnoses in Electric Shock And Lightning Strike Survivors, Journal of Occupational and Environmental Medicine, Vol. 47, No. 8, pp. 796-805, Aug. 2005.
• http://www.slideshare.net/DiagnoseMyPain/electric-shock-and-lightning-survivors-misdiagnosis
• 10) Hendler, N, Murphy, ME, Romano, T. Chronic Pain Due to Thoracic Syndrome, Acromo-Clavicular Joint Syndrome, Disrupted Disc, Nerve Entrapments, Facet Syndrome, and
Other Disorders Misdiagnosed as Fibromyalgia. Abstract 1086 Poster presentation, American Psychosomatic Society, Portland, Oregon, March 10-13, 2010.
http://www.psychosomaticmedicine.org/misc/meetingAbstracts.shtml, page 91, 2010,
• http://www.slideshare.net/DiagnoseMyPain/fibromyalgia-abstract
• 11) Dellon, AL, Andronian, E, Rosson, GD, CRPS of the upper or lower extremity: surgical treatment outcomes, J. Brachial Plex Peripher Nerve Inj, Feb 20: 4 (1):1, 2009)

20. Diagnostic Paradigm
• The Diagnostic Paradigm test
(www.MarylandClinicalDiagnostics.com) has a
96% correlation with Johns Hopkins Hospital
doctors’ diagnoses, so the patient will get a
diagnosis which is virtually similar to one from
a Johns Hopkins Hospital physician (19).
• 19) Hendler, N., Berzoksky, C. and Davis, R.J. Comparison of
Clinical Diagnoses Versus Computerized Test Diagnoses Using
the Mensana Clinic Diagnostic Paradigm (Expert System) for
Diagnosing Chronic Pain in the Neck, Back and Limbs, Pan
Arab Journal of Neurosurgery, pp:8-17, October, 2007.
http://www.slideshare.net/DiagnoseMyPain/diagnostic-paradigm-p

21. Diagnostic Paradigm Test
Development
• The Diagnostic Paradigm is based on data
collected over 17 years.
• After a retrospective analysis of 15,000
patient files and prospective testing, the
Diagnostic Paradigm was developed
• This is virtually impossible to replicate in
terms of sample size, length of data
accumulation and expertise of the doctors.
• This test is available at
www.MarylandClinicalDiagnostics.com

22. The Diagnostic Paradigm &
Treatment Algorithm
• The test consists of 72 questions with 2008
possible answers.
• The test takes 5 minutes of secretarial time to
access the program for testing
• It takes the patient 20 to 60 minutes to
complete.
• The test is available in English and Spanish
• Results are available 5 minutes after the test is
completed.

23. Evidence Based Medicine-Outcome Studies
• The value of the test from the team at Johns Hopkins Hospital is
documented by outcome studies. This is true “Evidence Based
Medicine.” As an example, most workers compensation insurance
carriers report that if a person is out of work for two years or more
after an injury on the job, the return to work rate is less than one
percent. Using the Diagnostic Paradigm from
www.MarylandClinicalDiagnostics.com, in a group of patients out
of work for an average of 4.9 years, one clinic was able to achieve
a return to work rate of 19.5% for workers compensation patients,
62.5% for auto accident patients, and in both groups, a 90%
reduction in the use of narcotic medication, and a 45% reduction
in doctor visits (25,26).
• 25) Hendler, N.: "Validating and Treating the Complaint of Chronic Back Pain: The Mensana Clinic Approach." Clinical Neurosurgery. Vol. 35,
Chap. 20:385-397, eds. Black, P., Alexander, E., Barrow, D., et. al., Williams and Wilkins, Baltimore, 1988.
• http://www.slideshare.net/DiagnoseMyPain/validating-the-complaint-of-pain-13871037
• 26) Talo, S., Hendler, N., Brodie, J.: "Effects of Active and Completed Litigation on Treatment Results: Workers' Compensation Patients Compared
with Other Litigation Patients." Journal of Occupational Medicine. Vol. 31, No. 3:265-269, March, 1989.
• http://www.slideshare.net/DiagnoseMyPain/effect-of-types-of-litigation-on-rtw

24. Outcome Studies
• The www.MarylandClinicalDiagnostics.com methods
resulted in improved medical care and cost savings,
ranging from $20,000 to $175,000 for various cases.
Research from Johns Hopkins Hospital itself showed that
the hospital achieved a 54% reduction in workers
compensation costs if they required that the injured
workers limit their medical care to only Johns Hopkins
Hospital physicians. (27,28,29). Thus, these outcome
studies support the assertion that the use of the
www.MarylandClinicalDiagnostics.com tests improve
medical care and reduce health care costs.
• 27) Stanton-Hicks, M., Baron, R.,Boas, R., Gordh, T., Harden,N., Hendler, N., Koltzenburg, M., Raj, P., Wilder,R.:"Complex Regional Pain Syndromes: Guidelines For Therapy." The
Clinical Journal of Pain, Philadelphia,14: 155-166, 1998.
• 28) Long, D, Davis, R, Speed, W, and Hendler, N, Fusion For Occult Post-Traumatic Cervical Facet Injury, Neurosurgery Quarterly, Vol. 16, No. 3,pp. 129-134, September,2006.
• http://www.slideshare.net/DiagnoseMyPain/cervical-fusion-for-misdiagnosed-headache-and-whiplash
• 29) Bernacki, E, and Tsai, S, Ten years' experience using an integrated workers' compensation management system to control workers' compensation costs. J. of Occupational
and Environmental Medicine, 2003, 45:508-516
• http://www.slideshare.net/DiagnoseMyPain/bernacki-j-occ-enviro-med
•

25. Treatment Algorithm
• Rank ordered test based on least invasive, least
expensive testing, increasing in expense and
complexity to most invasive, most expensive.
• All testing selected as the result of “evidence
based medicine,” so there is a rationale for
picking a test.
• Follows a diagnostic and treatment protocol
which was proven to be effective, based on years
of research with retrospective and prospective
studies.

26. Bayesian versus Boolean Logic
• Experience (Bayesian) versus binary thinking
• Boolean logic is binary- “on-off,” or “yes-no”
type of branching diagram. …In Boolean logic:
• Each possibility gets an equal weight.
• Is the tire flat? Yes-No
• If flat, is there a leaky valve stem? Yes-No
• If valve stem is not leaky, is there a cut side
wall? Yes-No.
• If no cut, is there is a nail in the tire? yes-no
• Repair the nail hole and drive away.

27. Bayesian Logic
• In Bayesian logic:
• Each outcome gets a weighted answer
• Is the tire flat? Yes-No.
• Have you has a flat in the past? –Yes-21 of
them
• Rank order the cause of previous flat tires.
• 18 were due to a nail in the tire, 2 were due to
a leaky valve stem, 1 was due to a cut sidewall.
• Look first for the nail in the tire. Most likely.
• Repair the nail puncture, and drive away

28. Ease of Use of Test versus Training
• Training for medical students and residents is
expensive and time consuming
• Many physicians in training, as well as those in
practice, have not been well schooled in how to
obtain a thorough history
• There is no chiropractic school nor medical school
in the country which has a course specifically
designed to teach about chronic pain.
• The www.MarylandClinicalDiagnostics.com tests
compensate for both of these deficits.

29. CPT Codes for billing for the test
• Use the three following codes to report
services for the Diagnostic Paradigm and
Treatment Algorithm:
• Use code 96102-52 –”psychological testing by
technician” for technician time to set up test
• Use code 96103 for “psychological testing by a
computer, “ for the period of time the patient
spent taking the test
• Use code 96101-52 for “psychological testing,
interpretation and reporting by the
psychologist or physician”

30. Authors of Missed Diagnoses
Papers, and Diagnostic Paradigm
• Donlin Long, MD, Ph.D. former chairman of neurosurgery Johns Hopkins
Hospital, founder and Director of the Pain Clinic, Johns Hopkins Hospital,
professor of neurosurgery, Johns Hopkins University School of Medicine
• James Campbell, MD –professor of neurosurgery, Johns Hopkins
University School of Medicine, past president, American Pain Society
• Reginald Davis, MD – former chief resident in neurosurgery, Johns
Hopkins Hospital, assistant professor of neurosurgery, Johns Hopkins
University School of Medicine, chief of neurosurgery, Greater Baltimore
Medical Center
• John Rybock, MD, assistant professor of neurosurgery Johns Hopkins
University School of Medicine, assistant dean for academic affairs, Johns
Hopkins University School of Medicine.
• Nelson Hendler, MD, MS, former assistant professor of neurosurgery-
Johns Hopkins University School of Medicine, past president, American
Academy of Pain Management
• Lee Dellon, MD, PhD.-Professor of Surgery Johns Hopkins Universitry
School of Medicine
• Mats Gronblad, MD, PhD-professor of physical medicine and
rehabilitation medicine, Department of Physical Medicine and
Rehabilitation, Helsinki University Central Hospital, Helsinki, Finland

31. Contact Information
• Nelson Hendler, MD, MS, CEO
• Maryland Clinical Diagnostics
• Former Assistant Professor of Neurosurgery
• Johns Hopkins University School of Medicine
• Past president -
• American Academy of Pain Management
• Phone 443-277-0306
• Email DocNelse@aol.com
• www.MarylandClinicalDiagnostics.com