As our population ages, the complexity of patients seeking care in the emergency department will increase dramatically. Chronic and terminal diseases will be ever-present but increasingly in patients also negotiating challenges like functional and cognitive decline. While their needs are different, in many hospitals, it is business as usual. A highly skilled and well-intentioned staff stands ready to deploy a limitless supply of diagnostic and therapeutic options designed to help patients live longer, not necessarily better.
Relying on default pathways that prioritize life-prolongation at the mercy of comfort and dignity has already left many patients and doctors feeling unsatisfied, while wasting precious healthcare resources. The future should not be more of the same.
If a new and better clinical road is to be paved in the future, it will be with the aid of palliative care, a specialty, philosophy and movement in medicine. Getting patients better access to palliative care should be a priority for our specialty. For some, this will mean partnering with existing palliative care specialists and hospices. Unfortunately, for most of us, the palliative care workforce will never be able to match the increasing demand created by our patients. This means that we must all do the hard, but incredibly rewarding work of learning a basic palliative care skillset. No pressure but the future of healthcare depends on it!
07. Analytics & Reporting Requirements TemplateAlan D. Duncan
This document template defines an outline structure for the clear and unambiguous definition of analytics & reporting outputs (including standard reports, ad hoc queries, Business Intelligence, analytical models etc).
In Pursuit of Excellence - #StEmlynsLIVEnataliemmay
Slides from my talk at #StEmlynsLIVE in Manchester, 9th October 2018, entitled In Pursuit of Excellence and themed around Alice's Adventures in Wonderland
Everything Counts in Small Amounts - Natalie May at DFTB17nataliemmay
Slides to accompany my talk at DFTB17 on compassion in adult and paediatric EM - what can we learn from paeds EM to make care better for adults? Full talk: https://dontforgetthebubbles.com/everything-counts-in-small-amounts-at-dftb17/
As our population ages, the complexity of patients seeking care in the emergency department will increase dramatically. Chronic and terminal diseases will be ever-present but increasingly in patients also negotiating challenges like functional and cognitive decline. While their needs are different, in many hospitals, it is business as usual. A highly skilled and well-intentioned staff stands ready to deploy a limitless supply of diagnostic and therapeutic options designed to help patients live longer, not necessarily better.
Relying on default pathways that prioritize life-prolongation at the mercy of comfort and dignity has already left many patients and doctors feeling unsatisfied, while wasting precious healthcare resources. The future should not be more of the same.
If a new and better clinical road is to be paved in the future, it will be with the aid of palliative care, a specialty, philosophy and movement in medicine. Getting patients better access to palliative care should be a priority for our specialty. For some, this will mean partnering with existing palliative care specialists and hospices. Unfortunately, for most of us, the palliative care workforce will never be able to match the increasing demand created by our patients. This means that we must all do the hard, but incredibly rewarding work of learning a basic palliative care skillset. No pressure but the future of healthcare depends on it!
07. Analytics & Reporting Requirements TemplateAlan D. Duncan
This document template defines an outline structure for the clear and unambiguous definition of analytics & reporting outputs (including standard reports, ad hoc queries, Business Intelligence, analytical models etc).
In Pursuit of Excellence - #StEmlynsLIVEnataliemmay
Slides from my talk at #StEmlynsLIVE in Manchester, 9th October 2018, entitled In Pursuit of Excellence and themed around Alice's Adventures in Wonderland
Everything Counts in Small Amounts - Natalie May at DFTB17nataliemmay
Slides to accompany my talk at DFTB17 on compassion in adult and paediatric EM - what can we learn from paeds EM to make care better for adults? Full talk: https://dontforgetthebubbles.com/everything-counts-in-small-amounts-at-dftb17/
It's Not OK: Culture, Communication and Conversations in Paediatric Critical ...nataliemmay
Slides to accompany #smaccMINI talk at #dasSMACC on communication in paediatric critical care. The talk covered
- the influence of culture
- how to communicate around procedures
- conversations with children
Paediatric Pain and Sedation from #EuSEM15nataliemmay
Slides from my talk at #EuSEM15 on the management of paediatric pain and sedation for procedures in the Emergency Department with tips to change your practice.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
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Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
It's Not OK: Culture, Communication and Conversations in Paediatric Critical ...nataliemmay
Slides to accompany #smaccMINI talk at #dasSMACC on communication in paediatric critical care. The talk covered
- the influence of culture
- how to communicate around procedures
- conversations with children
Paediatric Pain and Sedation from #EuSEM15nataliemmay
Slides from my talk at #EuSEM15 on the management of paediatric pain and sedation for procedures in the Emergency Department with tips to change your practice.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
It’s 08:00 on a Thursday morning and here I am in the Emergency Department with a brand new group of medical students and junior doctors. It’s a quiet day in the ED… Just go with me on this one . There are no patients waiting to be seen so I tell them, because I am a medical education enthusiast, that we are going to do some teaching and
I load up an old powerpoint.
Before I am two slides in, all but one is looking at their mobile phone. Still, because I seem to have the attention of one junior doctor, I plough through the presentation and 90mins and 220 slides later, I ask if there are any questions. “Just one,” she says:
“is this going to be in my exam?”
Is this familiar? So let’s take a step back and think about some other things which might be familiar.
Who knows how these things are related? Raise your hands if you know how these two things are related (cassette & pencil)
Who knows how these things are related? Raise your hands if you know how these two things are related (cassette & pencil)
Raise your hand if you don’t understand why we posed for this picture in Chicago last year. And if you were going to shout one name it would be…? (Bueller!)
Well that makes me happy. It makes me happy because I know you’re just like me.
I, like you, am a member of Generation X – I was born in 1980 and I am independent and self-reliant and I love facts (I love a pub quiz especially if I get to argue with the question master, which has been known to happen).
These are the typical values of Generation X; born between around 1966-1981 we are rule-driven with a linear relationship between work and money (work more, get paid more).
Maybe some of you are older than this; maybe you are looking at me up here and wondering if I’m really finished my training and whether I could possibly be old enough to know anything about medical education.
Maybe some of you are baby boomers, that glorious generation born between 1946-1965 who own everything in the world; the world owes you nothing. What you have, you’ve earned through hard work; and you know that when the boss says jump you should simply ask “how high?”
But our learners are not the same as us. They are narcissistic, impatient, demanding little upstarts with an overinflated sense of entitlement – right? They don’t want to learn, they’d rather be playing Pokemon Go… And every time you’re asked to teach them you die a little inside because you know that when you walk into the lecture theatre you’re going to be faced with this:
(orchard pic)
Well… no.
Yes, they are different from us and yes, they want different things. This can be uncomfortable for us because it’s unfamiliar and medicine of all things can be extremely rigid and resistant to change. But I personally think we need to reframe the way we consider our trainees if we want to teach them anything at all.
Generation Y
?1982-1994 – our junior doctors, getting to be our senior colleagues
Digitally fluent
They’ve always had computers at home and are fluent in instant messaging, social networking, customisable tech – they are tech savvy
Love collaboration, less focus on winning/losing (parents will have stories of medals for participation)
Detatched from institutions, networked with friends
Delayed rites of passage: live at home, marry later, kids later
Dislike giving up their time even if offered money – that linear relationship no longer exists. They want work/life integration, not balance.
The world is at their fingertips, literally; low tolerance for boredom and for poor wifi
Consumers of education – “we’re paying for it, give us what we’ve paid for”
Dislike supervision and control, dislike hierarchy. Raised to believe their voice matters – when the boss says jump, they ask “why?”, which might be interpreted as “how dare he/she; who does he think he is?”
They are proactive learners: they want to know WHY, not what
Generation Z
1995-current, just turning 21 – these are our medical students
True digital natives, Proactive online
Grown up in a world of global threat
Clean living; lower alcohol and drug use (at least in the UK)
Serious and concerned about the future
Diverse and fluid, about gender, race and sexuality
What do they want from education? The challenge
Let’s think about three settings. These are typical traits and of course generalisations, but they can be helpful in informing our education strategies.
The formal learning environment
Education inequality: literature written in 1960s-1990s; studied populations are generation X at best but most likely baby boomers. These things don’t work!
They want you to teach them things they can’t google. Lane and Yamashiro looked at educational technology use at the University of Washington and found that students were 2.5x as likely to think course websites should be used and 4x as likely to use instant messaging in their education as their teachers were
They want education to be social – classroom time is for working together and collaborating
They want active learning. They have to be engaged, that boredom threshold and the rapid availability of a world of more interesting things they will tune out if you don’t keep them interested
They want “just in time” learning; AKA the flipped classroom; online, web-based learning at home with class time to make sense and contextualise; answers fed to instructors who can tailor teaching to the individual
Visually driven: functional MRI studies show that in undertaking simple tasks, younger participants had more occipital lobe activity.
Most up-to-date information and pitfalls when it comes to learning medicine
Think about what you would do if you bought a new smartphone or computer: turn it on and get started or read the instructions? Show of hands
This, let’s not forget, is the world they’ve grown up in
Think about what you would do if you bought a new smartphone or computer: turn it on and get started or read the instructions? Show of hands
This, let’s not forget, is the world they’ve grown up in
Face-to-face with you as their supervisor
The ideal boss of a Gen Y employee is equal parts mentor and leader. They’d prefer not to have a boss but if they have to have one, They dislike hierarchy; dictatorial approaches won’t work
They like to explore their thoughts out loud and they want to be able to do this non-judgementally – a far cry from the traditional grilling or pimping some of us might remember (if you do this nowadays you can be certain it will be construed as bullying in the complaint letter written about you)
Recognition of the fact that they are an individual – their world is customisable, they are used to defining and branding themselves and their preferences
Online learning
Like it or not, many of our junior doctors and trainees are going online for their medical education.
Blogs, podcasts and teaching video channels on youtube are increasingly popular. Learners want to go online to find the most recent information and they know to an extent how they can do that
They may also perceive peers to be more credible than teachers, particularly if you’re not online
The average age of my twitter followers is 29 years old
What does this mean for us as educators? The solutions
The formal learning environment
The lecture is dead: it never really worked, so let’s rethink it. Replace bulletpoints with pictures, textbook content with practical applications and illness scripts, monotonous speeches with interactivity
Utilise workshops and games for interactivity
Use moderated small groups to help your learners apply their knowledge and be the wise expert; for those who are resistant because they’re not interested in your specialty reframe the context (as the admitting surgeon, what would be your approach?)
Make sure whatever you’re teaching is relevant – that they have what they need
Focus on construction of ideas, not instruction. Be a choreographer of learning
Teach critical appraisal; in our world of information overload, equip our future docs with the skills and knowledge to make sense of the world of published literature and how to translate it into clinical practice
Face-to-face with you as their supervisor
Spend time getting to know your juniors and students
Work together to look after patients, particularly in the Emergency Department
Be non-judgemental; give feedback because they want it but signpost it and use advocacy with inquiry, both in simulation and real-life clinical encounters
Be a role model – be the boss who does the work
Be a mentor; show an interest
Facilitate critical thinking and reflection, perhaps helping learners to craft a PDP
Spend time getting to know your juniors and students
Be a mentor; show an interest
Work together to look after patients, particularly in the Emergency Department. Be a role model – be the boss who does the work
Be non-judgemental; give feedback because they want it but signpost it and use advocacy with inquiry, both in simulation and real-life clinical encounters
Facilitate critical thinking and reflection, perhaps helping learners to craft a PDP
Online Learning
Understand the world of FOAM resources out there
Be a part of the conversation (you’re a lifelong learner too)
Be a filter (filter failure)
Flipped classroom – FOAM prescription
Think about how you can use asynchronous learning to suit your learners (St Emlyns classroom)
The future is bright
It’s exhausting and hard work to rethink our education strategies – it’s much easier to stick up a two hundred slide lecture and read it from the screen but we owe the next generation of doctors more than this.
So what should I have done with those keen learners?
We talked through the principles of primary survey for the trauma patient. I gave them a trauma scenario and they decided who should be in their trauma team, where each team member should stand, then what they should do – then later in the day they saw it happening for real and we were able to debrief to relate back to the morning’s teaching.
So it’s possible. In fact, it’s pretty easy really if you can bring yourself to invest time in it, you’ll get a handsome return. Our learners are smart and motivated and they truly value education. And if they are still asking is it going to be in the exam? Well, the answer to that is always yes.