This document provides an orientation for candidates taking the National Assessment Collaboration (NAC) Objective Structured Clinical Examination (OSCE). The OSCE assesses clinical competence for entrance to postgraduate medical training in Canada. It includes 12 clinical stations that involve interactions with standardized patients to assess history taking, physical exams, and clinical problem-solving skills. Candidates are provided guidance on the structure, logistics, and expectations of the exam.
Critical care medicine specializes in caring for the most seriously ill patients. These patients are best treated in an intensive care unit (ICU) staffed by experienced personnel. Some hospitals maintain separate units for special populations (eg, cardiac, trauma, surgical, neurologic, pediatric, or neonatal patients). ICUs have a high nurse:patient ratio to provide the necessary high intensity of service, including treatment and monitoring of physiologic parameters.
Nelson is the reference of choice for all those who decide to specialize or sub-specialize in pediatrics. While the field of general pediatrics moves relatively slowly, the sub-specialty areas – most of which have a great impact on the practice of general pediatrics – tend to move more quickly. Nelson offers thorough coverage of the entire specialty
Check out a sample of Chapter 30 in the latest 19th edition. For purchase, please visit www.asia.elsevierhealth.com
This is a seminar presentation conducted by 4th year medical students under supervision of a lecturer. Reference were not attached here, but all information are from google, few textbooks and also from previous ENT posting's seminar.
Critical care medicine specializes in caring for the most seriously ill patients. These patients are best treated in an intensive care unit (ICU) staffed by experienced personnel. Some hospitals maintain separate units for special populations (eg, cardiac, trauma, surgical, neurologic, pediatric, or neonatal patients). ICUs have a high nurse:patient ratio to provide the necessary high intensity of service, including treatment and monitoring of physiologic parameters.
Nelson is the reference of choice for all those who decide to specialize or sub-specialize in pediatrics. While the field of general pediatrics moves relatively slowly, the sub-specialty areas – most of which have a great impact on the practice of general pediatrics – tend to move more quickly. Nelson offers thorough coverage of the entire specialty
Check out a sample of Chapter 30 in the latest 19th edition. For purchase, please visit www.asia.elsevierhealth.com
This is a seminar presentation conducted by 4th year medical students under supervision of a lecturer. Reference were not attached here, but all information are from google, few textbooks and also from previous ENT posting's seminar.
Nilofar Loladiya
MSN OBG
Simulation has been used widely in the clinical training of health-care students and
professionals. It is a valuable strategy for teaching, learning and evaluating clinical skills
at different levels of nursing and midwifery education: undergraduate, postgraduate and
lifelong education (Park et al., 2016; Martins, 2017).
Simulation has a positive impact on students, educators, and the individuals, groups
and communities they care for, as well as on education and health organizations. The
principal aims of simulation as a teaching method are to improve quality of care and
ensure patient safety.
The WHO document Transforming and scaling up health professionals’ education and training (WHO,
2013) strongly recommends the use of simulation. Recommendation 5 states:
Health professionals’ education and training institutions should use simulation methods
(high fidelity methods in settings with appropriate resources and lower fidelity methods in
resource limited settings) of contextually appropriate fidelity levels in the education of health
professionals.
A large proportion of nursing and midwifery education curricula worldwide is dedicated
to the acquisition of clinical skills. At the beginning of the learning period in clinical
settings, students should be able to develop safe and timely evidence-based interventions
without being interrupted by supervisors due to technical errors that may jeopardize
patients’ and students’ safety. In clinical practice with actual patients, students should
be self-confident and feel that others trust them; they should feel capable of performing
tasks without errors and be confident that the supervisor and other team members
believe in their abilities.
From an ethical perspective, invasive procedures should not be taught or practised on
real people; instead, trainees should be able to train in simulated, controlled and safe
environments, allowing them to make errors and learn from them with no harmful
consequences to any person. This ensures absolute respect for human rights by protecting
patients’ dignity and guarantees the quality of nursing care, even during health
professionals’ learning processes.
How can you extend current uses of Lean Six Sigma beyond process but to incorporate empathy building? Join Jill Secord, RN, MBA, who will explore effective integration of proven approaches to accelerate quality and efficient health care services.
Introduction to Health Science ProfessionsSemester Project Exp.docxvrickens
Introduction to Health Science Professions
Semester Project Explanation
Throughout your future careers of healthcare professionals you will come across many different types of diseases. For your semester project, you are going to pick one disease to learn about, write a research paper and present on to your classmates. This project is graded on an A-F, summative scale and is worth 20% of your final grade. You will be given multiple opportunities to work on it in class, take advantage of those!
Due Dates:
Research Paper: Wednesday, January 22th - by midnight
Slideshow/Presentation: Friday, January 24th - by 8am
Part 1: Pick a Disease
As a class, we will sign up for your picks for your project
A disease may only be used once, no repeats!
Part 2: Research Paper (50 points)
Using the following information, write a research paper about your disease, submitted through Google Classroom, in YOUR OWN WORDS. It is possible to re-word a list of symptoms!
Minimum of 3 pages in length, double spaced & maximum of 5 pages in length
Need to add page numbers to the bottom right corner
Each paragraph needs to be at least 5 complete sentences (worth 6 points - all or nothing)
APA citation is required and expected; all papers will be checked for plagiarism (no need for title page) → use the APA Citation handout on Google Classroom for help.
Use the rubric to guide you!!!
Introductory Paragraph (4 points total)
Introduce the disease you are researching
State why you chose this particular disease
Include basic information about the disease
Name, Rare or common?, Age range of those who usually get it
Give a brief history of the disease; If known, where did it originate from?
What risk factors can lead to the disease?
Common Signs & Symptoms (4 points total)
List the signs and symptoms
What does a person experience or feel who has the disease?
How does a person get the disease?
Diagnosis (4 points total)
How is it diagnosed?
What tests do they need to run?
Are there any telltale signs of the disease?
Treatment (4 points total)
What treatments are used? Can they completely get rid of the disease?
List 3 medical and 3 non-medical treatments for the disease
Can it be cured?
Prevention (4 points total)
What can be done to prevent, if any?
What preventions can be done?
Complications (4 points total)
What types of complications can occur?
Does it get worse if not treated? If so, what happens?
Are there any illnesses or diseases that are common with this disease?
How might the disease get worse?
Prognosis (4 points total)
Can people die from the disease? If do, do they usually die, sometimes die or only rarely live?
What are the short-term effects of the disease? Long-term?
Are there any problems that occur from this disease that never go away?
Do people usually recover from the disease?
Conclusion (4 points total)
Reiterate what you learned during the first parts of your essay.
How will you reduce your risk for the disease?
Tell me any new or surprising information ...
Orientation to Surgery - Department before entering Clinical postings.Uthamalingam Murali
This PPT will make M.B.B.S students to oriented towards the Dept. of Surgery when they are entering the clinical postings and enable them to develop Attitude / Skill & Knowledge in providing a primary care to the patients.
Define objective structured clinical/ practical examination
Identify the ways in which OSCE/ OSPE differs from conventional practical examination
Realize the circumstances that necessitated introduction of OSCE/ OSPE
Identify the Advantages and Disadvantages of OSCE/OSPE
Plan and organize the conduction of an OSCE/ OSPE
Similar to NAC candidate pre-exam orientation presentation (20)
Peeking behind the test: insights and innovations from the Medical Council of...MedCouncilCan
2015 CCME
MCC Business Session
Peeking behind the test: insights and innovations from the Medical Council of Canada. We will showcase new technological innovations such as the automated item generation, automated scoring and the MCC’s new item bank MOC5.
2. [ NAC OSCE Examination ]
The National Assessment Collaboration (NAC) Objective
Structured Clinical Examination (OSCE) assesses the
competence of candidates — specifically the knowledge, skills
and aptitudes essential for entrance into postgraduate training
in Canada.
The NAC OSCE examination may include problems in:
Medicine
Pediatrics
Obstetrics and Gynecology
Preventive Medicine and Community Health
Psychiatry
Surgery
In addition, the candidates will be assessed on their basic
knowledge of therapeutic management of common clinical
problems.
3. [ Duration ]
The examination duration is approximately 4
hours.
Plan to be at the examination site for a minimum
of 6.5 to 7 hours.
No external contact will be permitted during the
examination and sequestering period.
Candidates will not be dismissed until the
specified time on the information sheet.
4. [ Items to Bring ]
Reflex hammer
Stethoscope
White lab coat
Items that are NOT permitted:
Cell phone, pager, iPod,
or any PDA (Palm, Blackberry, etc.)
Pens, pencils, pen lights
Paper, books, notebooks
Bags, briefcases
5. [ Candidate Notebook ]
Do not open your notebook until the examination
begins.
Inside, you will find a sheet of bar code ID labels
and some blank paper for your use during the
examination.
Never rip out any pages; your notebook must be
returned intact at the end of the
examination.
6. [ Organization of the Examination ]
TWO PARTS:
Written:
Therapeutic Management Examination
A series of questions unrelated to any of the
patients in the OSCE portion of the examination.
Then a short break, followed by the:
OSCE
12 clinical stations with standardized patient
encounters.
7. [ Introduction to the
Therapeutic Knowledge Component ]
A written examination component
based on the knowledge of
therapeutic content.
Multiple--choice questions — approximately
24 in total.
The session will last 45 minutes.
8. [ Written
Therapeutic Knowledge Session ]
Wait for the signal from staff before beginning.
Questions DO NOT relate to any patient that
you will see in the OSCE portion of the
examination.
These questions test your ability to recognize
common therapeutic approaches including the
prescription of medications for common clinical
problems.
Read the questions carefully.
9. [ Written
Therapeutic Knowledge Session ]
Record your answer to each question by filling
in the corresponding bubble with a pencil ().
To change an answer, completely erase the
bubble you do not want counted.
Only clearly filled bubbles will be scored.
– The following marks will NOT be recognized:
,,.
If you fill in more than one bubble for a
question, you will be scored ZERO for that
question.
10. [ Introduction to the OSCE ]
What is an OSCE?
Objective Structured Clinical Examination
A form of performance-based testing used to measure
candidates’ clinical competence.
During an OSCE, candidates are observed and
evaluated as they go through a series of stations in
which they interview, examine and treat standardized
patients (SPs) who present various types of medical
problems.
NAC OSCE:
12 stations of 11 minutes
11. [ Candidate Instructions ]
At each clinical station there is a written
statement (candidate instructions) that:
Introduces a clinical problem
Directs the candidate to appropriately interact with
a patient (standardized patient)
Specifies the task, such as obtaining a focused
history, conducting a focused physical examination,
or assessing and addressing the patient’s issues
Indicates whether there are examiner oral
questions at the 8-minute signal
12. [ Important Reminders ]
Read the instructions carefully
If the task is ―take a focused history‖ – that is what you
will get credit for. You will not get credit for advising or
educating if the assigned task is focused history taking.
Use closed-ended AND open-ended questions
Use open-ended questions such as: ―Can you describe
the pain for me?‖ or ―What other changes have you
noticed?‖
Limiting yourself to yes/no questions also limits what
the patient can answer.
13. [ Important Reminders ]
Listen to the patient
If the patient’s answer is not clear and the issue is
important, explore the point further.
You are expected to elicit the patient’s story; if the
patient feels you are indifferent, judgmental or
hostile, he or she will be reluctant to confide
underlying fears or embarrassing information.
14. [ Important Reminders ]
Get full scores on physical examination
stations
You cannot receive scores for rectal, genital or
vaginal exams unless you indicate to the examiner
that you would like to do such an exam.
State what you are doing and report your findings —
both positive and normal.
Give specific information
Avoid giving generic information.
Advise the patient with information or advice specific
to their problem.
15. [ Important Reminders ]
Do not talk too much or too little
By talking too much, you may lose valuable time
and miss information.
Use professional courtesies of introducing yourself
or explaining briefly why you must ask a difficult
question.
Speak in a language that the patient will
understand — do not use medical jargon.
Avoid lecturing the patient — engage them instead.
16. [ Important Reminders ]
Your badge has a station number that indicates
your start station.
Candidate instructions are posted outside each
station.
READ everything carefully.
Pay attention to the statement, which explains
your task.
A copy of the instructions will be available inside
the room for your reference.
17. [ Physical Examinations]
Examiners may intervene by:
Asking you to reread the instructions
The intent is to remind you to refocus on the task and to
save you time.
Stopping genital, rectal or vaginal examinations
If such examinations are appropriate, all you need to do
is clearly inform the examiner.
Help the examiner score by:
Telling the examiner what you are doing
(e.g., inspection)
Describing any findings
Include findings that are normal.
18. [ Physical Examinations]
You will be expected to use the hand sanitizer that
will be available in every physical examination
station. You may be prompted by the examiner.
Be sure to drape the simulated patients
appropriately.
Carry out any maneuvers necessary
for assessing the presenting problem.
Examiners only give credit for tasks
completed satisfactorily!
19. [ Signals ]
The 8-minute warning signal will indicate:
EITHER that your time with the patient is over and the
physician examiner will begin to ask you questions
OR if there are no questions (as indicated on the candidate
instructions), that you still have 3 minutes remaining with the
patient.
A signal also indicates the beginning and the end of
each station.
After each final signal, you will have 2 minutes to
move to the next station and read your instructions.
20. [ Oral Questions at 8 minutes ]
Physician examiner oral questions may follow the warning
signal in the OSCE stations. They:
Are related to the patient you just saw
Ask about matters like diagnosis, management
decisions, and/or your response to an ethical issue
Candidate instructions on station doors will indicate
whether there are oral questions at the 8-minute signal.
If there are no oral questions, you will have the
full 11 minutes with the patient.
21. [ Physician Examiners, SPs and
Labels ]
Hand 1 bar code label to the examiner as you walk
into the room (instructions on the door).
Examiners observe and assess your performance
with preset rating sheets.
Standardized patients are
trained to simulate patients’
signs and symptoms in a
reliable and consistent
manner.
Treat them as you
would real patients.
22. [ Signing Out ]
Before leaving, you must follow the sign-out procedure.
When it is your turn, hand in your:
Candidate notebook (all pages intact)
ID badge
Unused bar code labels
Sign out on the sheet.
Congratulations! At this point,
the examination is over!
23. Final Review of Important Points
Read your instructions carefully.
Complete the specified task.
Demonstrate your clinical skills.
You receive credit for tasks completed satisfactorily.
Treat the standardized patients as real patients.
Do not provide more answers than
specified in the question.
DO NOT LEAVE without signing out.
24. Focus on the Examination
Your group leader and the support staff are
there to answer your questions and guide you
from station to station.
Try to relax and stay focused on the
examination.
The purpose of the examination is a fair and
accurate assessment of your clinical skills.
25. RESULTS
Results will be made available to you in your
online account at the MCC 6 to 8 weeks after
the exam date.
Through your online account, you will be
able to:
view your results documents.
share them with other organizations.