Acid–base disorders
Read a blood gas systematically and relate it to the patient in front of you.
Clinical learning outcomes: Awaiting named clinical review.
What you should learn
- Describe the main acid–base disturbance and plausible causes.
- Recognise a result needing urgent clinical review.
Recognise and explain
- Use pH, carbon dioxide and bicarbonate together; consider mixed disturbances and sample type.
On your placement
Use a de-identified result or teaching example and compare your interpretation with a supervisor.
- Interpret a sample gas before comparing with your supervisor’s assessment.
- Relate it to observations, electrolytes and the history.
- Calculate an anion gap in a teaching example and discuss its limits.
Start with blood-gas interpretation. The DKA lesson then provides one worked example of metabolic acidosis.
Start here
RCEMLearning: a first approach to blood-gas interpretation
Read only How to interpret a blood gas. Compare pH, carbon dioxide and bicarbonate in one teaching result with your supervisor; use the laboratory’s reference ranges and identify the sample type.
Discuss
Recognising and managing diabetic ketoacidosis
Recognise DKA, interpret early treatment trends and escalate electrolyte or neurological deterioration.
On your next shift
Explain which result required action and what reassessment would show whether it helped.
Go deeper
Optional material. Advanced resources extend discussion; they do not define independent student practice. Check the publication date and compare clinical advice with current guidance.
MLA: vascular access and blood-gas sampling
Review why an arterial sample is requested, how it is obtained safely and how a result is discussed.
NICE CG174: IV fluids in adults
Adult fluid assessment is supporting context for a clinical case, not a guide to interpreting every blood gas.
NICE NG148: acute kidney injury
Use the AKI assessment and complications sections when kidney injury contributes to the acid–base disturbance.
How this relates to GMC graduate outcomes and the MLA
These are St Emlyn’s learning connections, not a claim that this page covers every national requirement.
Presentations and conditions: Electrolyte abnormalities; Deteriorating patient.
Clinical and professional capabilities: Assessment and clinical reasoning; Recognising limits and seeking help.
St Emlyn’s interpretation of relevant GMC graduate outcomes and MLA themes; these are summary labels, not official topic codes or a complete curriculum.
Explore the student placement programme
Student practice and graduate expectations
About this resource and its review
A St Emlyn’s guide to learning Emergency Medicine during undergraduate placements. It is not an official medical-school or GMC curriculum. Your medical school’s curriculum and assessment requirements take precedence.
National foundations: GMC Outcomes for Graduates, the practical-skills supplement and the MLA content map applying from September 2026.
Framework checked: 8 October 2026. This is a source check, not clinical sign-off.
Clinical learning outcomes: awaiting named clinical review.
The four learning routes are St Emlyn’s groupings. The six interconnected MLA domains remain part of the official content map.