This document provides information about the Clinical Peer Teaching program for first year medical students during their Intensive Clinical Experience placements. It introduces the program coordinator and useful contacts. The program aims to support first year students and give senior students teaching experience. Students will have tutorials on history taking and vital signs. Suggested activities are provided to help students make the most of their placements. Common hospital terms and frequently asked questions are also addressed.
AFP-Incorporating students into med practDeWitt Dawn
This document provides tips for busy doctors on efficiently incorporating medical students into their practice. It discusses organizing the student with an orientation session, using a "wave schedule" where the doctor sees two patients while the student reviews records and sees one patient. The doctor then joins the student and patient to provide feedback. It also recommends having students "pick up" consultations by focusing on specific tasks like medication reviews or physical exams. Students can be engaged during consultations by having them look up information, type notes, or measure vitals. Other staff like nurses can also teach students specific skills. The document emphasizes making one teaching point per patient and asking students what they want to learn.
The intern completed a successful internship at Grand Strand Regional Medical Center in the Speech Department. The intern set goals at the beginning to learn evaluation and therapy techniques. Throughout the internship, the intern observed over 150 sessions, conducted research, and created resources to help future interns. The intern gained confidence in areas like conducting evaluations, developing treatment plans, and demonstrating exercises. The intern completed an in-depth case study on a patient and feels prepared to pursue a career as a speech language pathologist after seeing the impact of the role firsthand. The internship reinforced the intern's interest in speech therapy and solidified plans to obtain a master's degree in the field.
The intern completed an internship at the Speech Department of Grand Strand Regional Medical Center. They set goals to learn about conducting speech and swallow evaluations and therapy sessions. The intern observed over 150 sessions, learned terminology, and felt the internship exceeded their expectations by providing hands-on experience. As part of the internship, the intern completed various projects including a case study on a patient and creating resources for future interns. The internship reinforced their desire to pursue a career as a speech language pathologist and to obtain a Master's degree in the field. The intern felt they contributed positively to the internship site.
The intern completed an internship at the Speech Department of Grand Strand Regional Medical Center. They set goals to learn about conducting speech and swallow evaluations and therapy sessions. Throughout the internship, the intern observed over 150 evaluation and therapy sessions, researched terms and techniques, and created resources for future interns. The intern felt they achieved all of their goals, which included learning evaluation and therapy methods, diagnostic testing, common exercises, and determining diet and therapy recommendations. They also concluded that a career in speech pathology aligned with their interests in health and helping patients. The internship reinforced their decision to pursue a Master's in Speech Language Pathology.
Shana Madden works as a Community Health Worker through Greenville Health Systems at the Extension Office. She interviewed Barron Hicklin and provided insights into her daily responsibilities, the training required for her position, and career paths in community health. Her typical day involves tasks like logging hours, responding to emails, calling patients, and visiting patients. She works 40 hours per week during regular business hours but her job may require after hours work for programs and trainings.
The document summarizes the development and evaluation of a training program to improve nurse-patient communication skills at Vanderbilt University Medical Center. It describes conducting a needs assessment that found opportunities to better educate patients. A class was designed using experiential learning theory, with a presentation, practice simulations, and commitment to use "teach back" technique. Evaluations assessed satisfaction, learning, demonstration of skills, and observations of teach back use, finding greater use by nurses who completed the training.
Jeanine Bowman is a neonatal nurse practitioner seeking a new position. She has a bachelor's and master's degree in nursing, with over 675 clinical hours in neonatal care. She finds the most challenging aspects to be emergencies and infant deaths, but the most satisfying is helping babies transition after difficult births and being discharged. While there is a national shortage of NNPs, the field is growing as medical advances improve survival rates for preterm infants.
This informational interview summarizes the career of a physical therapist working at an outpatient physical therapy clinic specializing in spine treatment. Some key points discussed include the importance of qualities like a strong work ethic and interpersonal skills for success. Alternative career paths in physical therapy include various clinical settings or moving into teaching. Current hot issues include reimbursement rates and the expansion of direct access to physical therapists. Both the challenges of unmotivated patients and rewards of helping patients achieve their goals are discussed.
AFP-Incorporating students into med practDeWitt Dawn
This document provides tips for busy doctors on efficiently incorporating medical students into their practice. It discusses organizing the student with an orientation session, using a "wave schedule" where the doctor sees two patients while the student reviews records and sees one patient. The doctor then joins the student and patient to provide feedback. It also recommends having students "pick up" consultations by focusing on specific tasks like medication reviews or physical exams. Students can be engaged during consultations by having them look up information, type notes, or measure vitals. Other staff like nurses can also teach students specific skills. The document emphasizes making one teaching point per patient and asking students what they want to learn.
The intern completed a successful internship at Grand Strand Regional Medical Center in the Speech Department. The intern set goals at the beginning to learn evaluation and therapy techniques. Throughout the internship, the intern observed over 150 sessions, conducted research, and created resources to help future interns. The intern gained confidence in areas like conducting evaluations, developing treatment plans, and demonstrating exercises. The intern completed an in-depth case study on a patient and feels prepared to pursue a career as a speech language pathologist after seeing the impact of the role firsthand. The internship reinforced the intern's interest in speech therapy and solidified plans to obtain a master's degree in the field.
The intern completed an internship at the Speech Department of Grand Strand Regional Medical Center. They set goals to learn about conducting speech and swallow evaluations and therapy sessions. The intern observed over 150 sessions, learned terminology, and felt the internship exceeded their expectations by providing hands-on experience. As part of the internship, the intern completed various projects including a case study on a patient and creating resources for future interns. The internship reinforced their desire to pursue a career as a speech language pathologist and to obtain a Master's degree in the field. The intern felt they contributed positively to the internship site.
The intern completed an internship at the Speech Department of Grand Strand Regional Medical Center. They set goals to learn about conducting speech and swallow evaluations and therapy sessions. Throughout the internship, the intern observed over 150 evaluation and therapy sessions, researched terms and techniques, and created resources for future interns. The intern felt they achieved all of their goals, which included learning evaluation and therapy methods, diagnostic testing, common exercises, and determining diet and therapy recommendations. They also concluded that a career in speech pathology aligned with their interests in health and helping patients. The internship reinforced their decision to pursue a Master's in Speech Language Pathology.
Shana Madden works as a Community Health Worker through Greenville Health Systems at the Extension Office. She interviewed Barron Hicklin and provided insights into her daily responsibilities, the training required for her position, and career paths in community health. Her typical day involves tasks like logging hours, responding to emails, calling patients, and visiting patients. She works 40 hours per week during regular business hours but her job may require after hours work for programs and trainings.
The document summarizes the development and evaluation of a training program to improve nurse-patient communication skills at Vanderbilt University Medical Center. It describes conducting a needs assessment that found opportunities to better educate patients. A class was designed using experiential learning theory, with a presentation, practice simulations, and commitment to use "teach back" technique. Evaluations assessed satisfaction, learning, demonstration of skills, and observations of teach back use, finding greater use by nurses who completed the training.
Jeanine Bowman is a neonatal nurse practitioner seeking a new position. She has a bachelor's and master's degree in nursing, with over 675 clinical hours in neonatal care. She finds the most challenging aspects to be emergencies and infant deaths, but the most satisfying is helping babies transition after difficult births and being discharged. While there is a national shortage of NNPs, the field is growing as medical advances improve survival rates for preterm infants.
This informational interview summarizes the career of a physical therapist working at an outpatient physical therapy clinic specializing in spine treatment. Some key points discussed include the importance of qualities like a strong work ethic and interpersonal skills for success. Alternative career paths in physical therapy include various clinical settings or moving into teaching. Current hot issues include reimbursement rates and the expansion of direct access to physical therapists. Both the challenges of unmotivated patients and rewards of helping patients achieve their goals are discussed.
This document discusses the career path of a Physician Assistant. It begins by defining a PA and their roles and responsibilities. It then discusses the history of the profession, current state with over 100,000 certified PAs, and top specialties. The document also shares the author's interests align well with a PA career based on their O*Net results. It outlines the education and experience needed to become a PA, including obtaining a bachelor's degree and completing a PA program.
Sarah completed an internship at Clemson Sports Medicine & Rehabilitation. She set goals to administer a case study, guide patients in exercises, describe treatment goal determination, and articulate personal strengths. She achieved these goals by following a patient's full treatment, learning exercises, observing goal-setting, and receiving feedback. Her biggest project was a case study where she communicated well with the patient but procrastinated the written report. She contributed positively to the site and reinforced her choice to pursue physical therapy education and career. Health literacy training from her education helped her serve patients respectfully from various backgrounds.
The document provides an overview of proper interviewing and health history taking techniques for assessing clients. It discusses factors that may affect a client's participation, different interview stages and techniques, components of a health history, and how to conduct a review of systems by examining different body systems. The goal is to gather comprehensive subjective and objective health information to inform an accurate initial assessment.
This document provides an introduction to establishing relationships and communication skills for midwifery students. It covers introducing yourself, asking yes/no questions, using WH-questions (who, what, when, where, why, how), and tag questions. Examples of conversations are provided for introducing yourself to friends and patients. Students are instructed to practice these skills, such as doing introductions and asking matching questions/answers. The goal is for students to feel comfortable communicating in English, which is important for their future work as midwives.
My reflections on my internship experiencesJason Siebert
The document summarizes the author's internship experiences at Greenville Children's Hospital. The author's goals were to understand clinical research and determine if it was a career fit. At the hospital, the author was able to directly participate in research, witness the research process, and receive mentorship. A highlight was creating an IBD booklet for patients, which required collaborating with nurses and using skills like health literacy. Overall, the internship reinforced the author's desire to enter medicine and also sparked an interest in pursuing clinical research or an MPH in the future.
The document provides an orientation for nursing students on the Fundamentals of Nursing course, including an overview of the course goals and expectations, policies for the skills lab, grading system, faculty information, required uniforms and materials, and behavioral expectations for students. Students will learn core nursing concepts and skills in order to understand the nursing process and provide safe, effective patient care according to professional standards.
This document discusses reflective practice in nursing. It defines reflection and describes two types: reflection-on-action, which examines past events, and reflection-in-action, which examines actions during practice. Reflective practice is important for nursing as it helps bridge theory and practice. For clinical nurse specialists, reflection helps identify strengths and areas for development. The document provides tips for reflection, including seeking feedback, acknowledging strengths, keeping a diary, and planning for future development. Clinical nurse specialists play an important role in rehabilitation centers, requiring advanced knowledge and skills to coordinate patient care.
This document provides information and advice for students preparing for a health professional school interview. It discusses the purpose of interviews, common interview formats and questions, tips for preparing and conducting oneself during the interview, appropriate attire, and considerations for following up after the interview. Specific details are provided about typical medical and dental school interviews in Michigan.
This document provides guidance on interviewing skills and obtaining a health history. It discusses the purpose of interviewing as gathering information to establish trust and offer information to improve patient well-being. The interview process involves greeting the patient, inviting their story, establishing the agenda, clarifying details, creating understanding, and planning follow-up. Key principles of interviewing include active listening, adaptive questioning, empathic responses, and summarization. Obtaining a health history involves biographical data, present illness, past health, family history, and systems review to comprehensively understand a patient's situation.
The intern reflected on their internship experience, noting they achieved their goals of becoming proficient with patient charts, improving communication skills, and strengthening basic health skills. They solidified their goal of becoming a physician's assistant by interacting with patients and medical professionals. The intern created a competency exam to practice charting skills in Allscripts and reflected on their strengths in writing and organizing the exam scenarios. Their experience reinforced their career goals and related to several academic courses by applying classroom knowledge to real-world settings.
The intern evaluated their internship experience at Oconee Memorial Hospital Wellness Center. They achieved their goals of creating and presenting a health class, designing effective display materials, discussing career goals with mentors, and learning about the Wellness Center's programs. For one health class project, the intern utilized research, writing, speaking and time management skills. Their main weakness was lack of presentation confidence. The intern contributed significantly to projects and felt the internship reinforced their goals of becoming a health educator with a Master's in Public Health. Health literacy training was applied in creating easy to understand materials for patients and employees.
This document summarizes an intern's final evaluation of their internship at a pediatric physical therapy clinic called The Care Center. The intern achieved all of their goals, which included expanding their knowledge of physical therapy treatments and diagnoses, understanding what a career in this field entails, and deciding to pursue physical therapy as a career. They contributed significantly to the clinic by assisting therapists, organizing materials, and planning a fundraising event. The internship experience reinforced the intern's decision to attend PT school and pursue a career in physical therapy.
The lecture presents skills and requirements of the initial interview in dental clinic, how could dentist gain patient rapport and patient's required information to reach diagnosis also identifying pits and errors of initial interview
The document discusses the role and responsibilities of nurse preceptors, including formally training experienced nurses to serve as role models and resources for new nurses as they develop competencies from novice to expert levels. It also outlines the priorities for new nurses as onboarding to become acclimated to their new organization and ensuring they achieve competency in their roles. The document uses Benner's model of competency development and examples to illustrate the stages nurses progress through from novice to expert.
Here are the key steps to prepare an educational activity session:
1. Review the curriculum and your own experience to identify knowledge gaps and learning needs related to the topic. Generate a list of specific questions.
2. Conduct a pre-session needs assessment survey of the audience to understand their perspectives and questions.
3. Prepare a brief overview or review of the essential content on the topic based on guidelines and evidence-based recommendations.
4. Identify 2-3 key practice applications or skills you want the audience to learn. Prepare interactive activities or cases to apply the content.
5. Anticipate questions the audience may have and prepare responses supported by evidence.
6. Test any materials or activities
This document summarizes an interview workshop for health professional school applicants. It outlines the common purposes and styles of interviews, provides examples of typical and healthcare-specific questions, and gives advice on preparing for and having a successful interview. Specific details are provided about interview formats and processes for medical and dental schools in Michigan. The workshop aims to help applicants understand what to expect and how to make the best impression during their interviews.
This document provides guidance on filling out medical reports for midwifery students. It discusses asking patients questions to gather health information and properly filling out forms. Key areas covered include asking about a patient's chief complaint, medical history, obstetric history if applicable, and contraceptive use. Students are instructed on common questions to ask in each area and how to document the responses. The document concludes with asking students to practice these skills by interviewing a patient and filling out a sample medical report form in English.
Registered nurses provide medical care to patients and help them during examinations and treatments. Their responsibilities include recording patient information, preparing equipment and supplies, monitoring patients' conditions, modifying treatment plans as needed, and discussing cases with physicians. To become an RN, one must graduate from an approved nursing program and pass a national licensing exam. The employment outlook for RNs in Florida is very good with increasing growth estimated at 20% and over 6,000 annual job openings projected.
Registered nurses provide direct patient care and take care of patients' medical needs. Their main responsibilities include recording patients' medical information and vital signs, preparing equipment and supplies, assisting with examinations and treatments, monitoring patients' conditions, modifying treatment plans as needed, discussing cases with physicians, ordering tests, supervising other medical staff, and maintaining accurate medical records. To become an RN, one must graduate from an approved nursing program and pass a national licensing exam. The career outlook for registered nurses is very positive with increasing job growth and many annual job openings expected in Florida.
This document summarizes an informational interview conducted with Jordan Bradosky, a physical therapist at Benefis Hospital in Great Falls, MT. Some key points include:
- A Doctor of Physical Therapy degree from an accredited program is required to work as a physical therapist. Continuing education is also needed.
- The hiring process at Benefis involved applying online, following up via email/phone, and an in-person interview with the acute care manager and another physical therapist.
- Important areas of knowledge for advancement in physical therapy include having a solid foundation in various diagnoses and treatment planning, as well as understanding physiological responses to treatment based on patient factors.
- A typical day involves assessing 7-10
A Step By Step Guide To Creating More Effective Revision Toolsmeducationdotnet
This document provides a step-by-step guide to creating effective revision tools using concept diagrams and flash cards. It outlines 10 steps for creating concept diagrams that involve starting with pre-existing knowledge, adding new information in stages, and repeatedly recalling the diagram from memory to reinforce learning. Flash cards should be simple, organized, concise and memorable by focusing on one topic per card and using colors, short phrases and tick boxes to track practice. Examples demonstrate effective use of both concept diagrams and flash cards to optimize memorization of medical information.
Good Prescribing Guide - Prescribing guide for medical staff and studentsmeducationdotnet
This document is the sixth edition of the Good Prescribing Guide published by Cardiff and Vale University Health Board in January 2011. It provides prescribing guidelines for medical staff within the health board. The guide supplements the British National Formulary and provides evidence-based local prescribing practices. It includes guidelines for various body systems and conditions indexed by BNF category. The online version is regularly updated.
This document discusses the career path of a Physician Assistant. It begins by defining a PA and their roles and responsibilities. It then discusses the history of the profession, current state with over 100,000 certified PAs, and top specialties. The document also shares the author's interests align well with a PA career based on their O*Net results. It outlines the education and experience needed to become a PA, including obtaining a bachelor's degree and completing a PA program.
Sarah completed an internship at Clemson Sports Medicine & Rehabilitation. She set goals to administer a case study, guide patients in exercises, describe treatment goal determination, and articulate personal strengths. She achieved these goals by following a patient's full treatment, learning exercises, observing goal-setting, and receiving feedback. Her biggest project was a case study where she communicated well with the patient but procrastinated the written report. She contributed positively to the site and reinforced her choice to pursue physical therapy education and career. Health literacy training from her education helped her serve patients respectfully from various backgrounds.
The document provides an overview of proper interviewing and health history taking techniques for assessing clients. It discusses factors that may affect a client's participation, different interview stages and techniques, components of a health history, and how to conduct a review of systems by examining different body systems. The goal is to gather comprehensive subjective and objective health information to inform an accurate initial assessment.
This document provides an introduction to establishing relationships and communication skills for midwifery students. It covers introducing yourself, asking yes/no questions, using WH-questions (who, what, when, where, why, how), and tag questions. Examples of conversations are provided for introducing yourself to friends and patients. Students are instructed to practice these skills, such as doing introductions and asking matching questions/answers. The goal is for students to feel comfortable communicating in English, which is important for their future work as midwives.
My reflections on my internship experiencesJason Siebert
The document summarizes the author's internship experiences at Greenville Children's Hospital. The author's goals were to understand clinical research and determine if it was a career fit. At the hospital, the author was able to directly participate in research, witness the research process, and receive mentorship. A highlight was creating an IBD booklet for patients, which required collaborating with nurses and using skills like health literacy. Overall, the internship reinforced the author's desire to enter medicine and also sparked an interest in pursuing clinical research or an MPH in the future.
The document provides an orientation for nursing students on the Fundamentals of Nursing course, including an overview of the course goals and expectations, policies for the skills lab, grading system, faculty information, required uniforms and materials, and behavioral expectations for students. Students will learn core nursing concepts and skills in order to understand the nursing process and provide safe, effective patient care according to professional standards.
This document discusses reflective practice in nursing. It defines reflection and describes two types: reflection-on-action, which examines past events, and reflection-in-action, which examines actions during practice. Reflective practice is important for nursing as it helps bridge theory and practice. For clinical nurse specialists, reflection helps identify strengths and areas for development. The document provides tips for reflection, including seeking feedback, acknowledging strengths, keeping a diary, and planning for future development. Clinical nurse specialists play an important role in rehabilitation centers, requiring advanced knowledge and skills to coordinate patient care.
This document provides information and advice for students preparing for a health professional school interview. It discusses the purpose of interviews, common interview formats and questions, tips for preparing and conducting oneself during the interview, appropriate attire, and considerations for following up after the interview. Specific details are provided about typical medical and dental school interviews in Michigan.
This document provides guidance on interviewing skills and obtaining a health history. It discusses the purpose of interviewing as gathering information to establish trust and offer information to improve patient well-being. The interview process involves greeting the patient, inviting their story, establishing the agenda, clarifying details, creating understanding, and planning follow-up. Key principles of interviewing include active listening, adaptive questioning, empathic responses, and summarization. Obtaining a health history involves biographical data, present illness, past health, family history, and systems review to comprehensively understand a patient's situation.
The intern reflected on their internship experience, noting they achieved their goals of becoming proficient with patient charts, improving communication skills, and strengthening basic health skills. They solidified their goal of becoming a physician's assistant by interacting with patients and medical professionals. The intern created a competency exam to practice charting skills in Allscripts and reflected on their strengths in writing and organizing the exam scenarios. Their experience reinforced their career goals and related to several academic courses by applying classroom knowledge to real-world settings.
The intern evaluated their internship experience at Oconee Memorial Hospital Wellness Center. They achieved their goals of creating and presenting a health class, designing effective display materials, discussing career goals with mentors, and learning about the Wellness Center's programs. For one health class project, the intern utilized research, writing, speaking and time management skills. Their main weakness was lack of presentation confidence. The intern contributed significantly to projects and felt the internship reinforced their goals of becoming a health educator with a Master's in Public Health. Health literacy training was applied in creating easy to understand materials for patients and employees.
This document summarizes an intern's final evaluation of their internship at a pediatric physical therapy clinic called The Care Center. The intern achieved all of their goals, which included expanding their knowledge of physical therapy treatments and diagnoses, understanding what a career in this field entails, and deciding to pursue physical therapy as a career. They contributed significantly to the clinic by assisting therapists, organizing materials, and planning a fundraising event. The internship experience reinforced the intern's decision to attend PT school and pursue a career in physical therapy.
The lecture presents skills and requirements of the initial interview in dental clinic, how could dentist gain patient rapport and patient's required information to reach diagnosis also identifying pits and errors of initial interview
The document discusses the role and responsibilities of nurse preceptors, including formally training experienced nurses to serve as role models and resources for new nurses as they develop competencies from novice to expert levels. It also outlines the priorities for new nurses as onboarding to become acclimated to their new organization and ensuring they achieve competency in their roles. The document uses Benner's model of competency development and examples to illustrate the stages nurses progress through from novice to expert.
Here are the key steps to prepare an educational activity session:
1. Review the curriculum and your own experience to identify knowledge gaps and learning needs related to the topic. Generate a list of specific questions.
2. Conduct a pre-session needs assessment survey of the audience to understand their perspectives and questions.
3. Prepare a brief overview or review of the essential content on the topic based on guidelines and evidence-based recommendations.
4. Identify 2-3 key practice applications or skills you want the audience to learn. Prepare interactive activities or cases to apply the content.
5. Anticipate questions the audience may have and prepare responses supported by evidence.
6. Test any materials or activities
This document summarizes an interview workshop for health professional school applicants. It outlines the common purposes and styles of interviews, provides examples of typical and healthcare-specific questions, and gives advice on preparing for and having a successful interview. Specific details are provided about interview formats and processes for medical and dental schools in Michigan. The workshop aims to help applicants understand what to expect and how to make the best impression during their interviews.
This document provides guidance on filling out medical reports for midwifery students. It discusses asking patients questions to gather health information and properly filling out forms. Key areas covered include asking about a patient's chief complaint, medical history, obstetric history if applicable, and contraceptive use. Students are instructed on common questions to ask in each area and how to document the responses. The document concludes with asking students to practice these skills by interviewing a patient and filling out a sample medical report form in English.
Registered nurses provide medical care to patients and help them during examinations and treatments. Their responsibilities include recording patient information, preparing equipment and supplies, monitoring patients' conditions, modifying treatment plans as needed, and discussing cases with physicians. To become an RN, one must graduate from an approved nursing program and pass a national licensing exam. The employment outlook for RNs in Florida is very good with increasing growth estimated at 20% and over 6,000 annual job openings projected.
Registered nurses provide direct patient care and take care of patients' medical needs. Their main responsibilities include recording patients' medical information and vital signs, preparing equipment and supplies, assisting with examinations and treatments, monitoring patients' conditions, modifying treatment plans as needed, discussing cases with physicians, ordering tests, supervising other medical staff, and maintaining accurate medical records. To become an RN, one must graduate from an approved nursing program and pass a national licensing exam. The career outlook for registered nurses is very positive with increasing job growth and many annual job openings expected in Florida.
This document summarizes an informational interview conducted with Jordan Bradosky, a physical therapist at Benefis Hospital in Great Falls, MT. Some key points include:
- A Doctor of Physical Therapy degree from an accredited program is required to work as a physical therapist. Continuing education is also needed.
- The hiring process at Benefis involved applying online, following up via email/phone, and an in-person interview with the acute care manager and another physical therapist.
- Important areas of knowledge for advancement in physical therapy include having a solid foundation in various diagnoses and treatment planning, as well as understanding physiological responses to treatment based on patient factors.
- A typical day involves assessing 7-10
A Step By Step Guide To Creating More Effective Revision Toolsmeducationdotnet
This document provides a step-by-step guide to creating effective revision tools using concept diagrams and flash cards. It outlines 10 steps for creating concept diagrams that involve starting with pre-existing knowledge, adding new information in stages, and repeatedly recalling the diagram from memory to reinforce learning. Flash cards should be simple, organized, concise and memorable by focusing on one topic per card and using colors, short phrases and tick boxes to track practice. Examples demonstrate effective use of both concept diagrams and flash cards to optimize memorization of medical information.
Good Prescribing Guide - Prescribing guide for medical staff and studentsmeducationdotnet
This document is the sixth edition of the Good Prescribing Guide published by Cardiff and Vale University Health Board in January 2011. It provides prescribing guidelines for medical staff within the health board. The guide supplements the British National Formulary and provides evidence-based local prescribing practices. It includes guidelines for various body systems and conditions indexed by BNF category. The online version is regularly updated.
A complete blood count (CBC) measures components of blood including red blood cell count, white blood cell count, hemoglobin, hematocrit, and platelet count. It provides information about the blood and bone marrow. Abnormal CBC results can indicate conditions such as anemia, infection, blood loss, bone marrow diseases, and cancers. The CBC is an important test used to screen for diseases, monitor treatment effectiveness, and identify acute and chronic illnesses.
This document provides guidance on effective communication skills when discussing difficult topics with patients or relatives. It outlines 5 key parts of a discussion: introduction, receiving, giving, agreement and planning, and confirming. For each part, it provides tips on body language, listening techniques, addressing concerns, establishing understanding, and confirming plans. The purpose is to have participants practice these skills in simulated scenarios covering childhood obesity, alcohol abuse, non-accidental injury, and breaking bad news, to assess their communication abilities.
Three main approaches to learning and studying are identified: deep approach, surface apathetic approach, and strategic approach. The deep approach involves seeking meaning, relating ideas, and monitoring understanding, while the surface apathetic approach focuses on minimal effort and memorization. A strategic approach manages time and effort to achieve high grades. Factors like assessments, curriculum demands, teaching methods, and the overall learning environment can influence which approaches students adopt. Promoting deep and strategic approaches through measures like well-designed assessments and active learning teaching methods can optimize learning outcomes.
This document provides guidance on examining the motor system, including testing muscle tone and reflexes. It begins with an overview of the motor system anatomy. It then details how to assess tone in the arms and legs, including testing for spasticity. Methods for evaluating muscle power and potential patterns of weakness are described. Finally, techniques for examining common reflexes are outlined. The document aims to instruct examiners on performing a full motor examination.
This document discusses the challenges of assessing the thorax, lungs, cardiovascular, and peripheral vascular systems due to their complex interrelated structures and functions. It notes that less experienced nurses like the author may provide inaccurate information when evaluating these systems. Age differences can also impact findings interpretation. Additionally, pediatric patients cannot always supply clarifying information during exams. The author advocates collaborating with experienced nurses to accurately interpret exam findings like breath sounds. Patient factors like occupation may further aid interpretation.
This portfolio contains samples of work from a Health Science student's senior seminar class including case scenarios analyzing healthcare problems and proposing solutions, summaries of journal articles, resumes, cover letters, and other assignments showcasing the student's knowledge and preparation for a career in occupational therapy focusing on mental health and rehabilitation. The portfolio is intended to demonstrate the student's understanding of issues in the healthcare field and ability to think critically to address problems.
The document provides information for a simulation scenario involving a patient presenting with acute upper GI bleeding. A 60-year-old Chinese male accompanied by his wife presents to a free community clinic complaining of nausea, abdominal discomfort, and dark stools for several days. Initial assessment reveals elevated vital signs and abdominal tenderness. The patient then vomits bright red blood twice, becoming pale and weak with declining vital signs. Learners are expected to recognize signs of acute GI bleeding, provide supportive care, and arrange emergency transport. Debriefing questions assess learners' critical thinking and nursing care for this type of scenario.
This document summarizes discussions from a curriculum development workshop for the Northern Territory Medical Program. It outlines activities conducted at the workshop to contextualize the medical school curriculum for the NT. The activities focused on identifying graduate outcomes, curriculum content and sequencing, learning challenges, and maximizing learning opportunities in the NT context. The goal was to develop a fit-for-purpose, outcomes-based curriculum aligned with NT health needs and delivered using a variety of educational strategies.
Documenting your educational efforts: What we wish we had knowntatetomika
This document provides guidance for faculty on documenting their educational efforts for promotion and tenure. It outlines key steps, including knowing your track and time distribution, reading promotion and tenure guidelines, and documenting activities.
It discusses documenting different types of teaching (e.g. lectures, workshops), learners taught, and locations. Key elements to document include content, teaching processes, and outcomes. Examples are provided for documenting various teaching activities, curriculum development, mentoring, and educational scholarship. Overall, the document aims to help faculty systematically capture and communicate their educational efforts and impacts.
Unit op 1 pp supporting children with additional needsHCEfareham
This document outlines a training session on supporting children with additional needs. It discusses identifying different types of additional needs including emotional, physical, sensory, learning, autism spectrum, cognitive and health difficulties. It also covers terminology, factors requiring short and long term support, case studies, ensuring inclusive practice, and communicating with parents/carers. The session aims to help practitioners identify needs, adapt activities, and provide appropriate support for children.
Problems that you can solve with clinical rotation scheduling softwareRotation Manager
Clinical rotation scheduling software can help solve problems that nursing and allied health programs experience with clinical rotations. It simplifies the scheduling process, helps ensure accurate documentation and proper management of rotations to avoid issues like missing paperwork or unfilled slots. The software benefits the school, hospitals, and students by providing a centralized system for record keeping and rotation management that streamlines compliance. It also strengthens the relationships between the involved parties and enhances the student experience through features like online documentation and tracking of rotation information. Organizing effective clinical rotations as a student involves being proactive, asking questions, seeking learning opportunities, and making the most of one's time through full participation.
This document outlines an orientation for a family medicine rotation. It aims to maximize the benefits of the rotation by setting objectives and allocating responsibilities. The objectives include agreeing on educational activities and the final evaluation. Responsibilities include preparing activities, allocating roles, and clinic and simulated training. Educational topics will include chronic diseases, exams, evidence-based medicine, ethics and more. Trainees are encouraged to identify specific learning needs to focus their learning.
The document discusses patient teaching by nurses. It defines patient teaching as informing patients to secure consent, cooperation, and compliance. The main purposes of patient teaching are to maintain health, prevent illness, and teach patients to cope with their condition. The process of patient teaching involves assessing learning needs, developing objectives, planning and implementing teaching, evaluating learning, and documenting. Key aspects of effective patient teaching include considering the patient's condition, background, and ensuring the environment supports learning.
Conduta médica na unidade de emergênciaAntonio Souto
This document provides guidance and policies for medical staff working in a pediatric emergency and neonatal intensive care unit. It outlines expectations for timely arrival, focusing on work duties during shifts, keeping personal phone calls from interfering with patient care, prohibiting food in patient areas, and maintaining a professional appearance. Policies also cover treating patients and families with respect, prioritizing quality care and teamwork, and ensuring cleanliness. Medical students are to identify themselves as such and have orders co-signed. The document aims to help develop assessment and management skills for pediatric emergencies.
The document discusses bedside clinics in nursing education. It defines bedside clinic as a process where a clinical teacher and students examine a patient together to discuss diagnosis, management, and care. The purposes are to provide learning experiences for students to identify patient problems and plan appropriate nursing care. The method involves preparation, introduction, discussion, and evaluation phases. Conducting bedside clinics helps develop students' clinical skills while allowing them to prepare and apply knowledge, but it also risks disturbing patients' privacy.
This document outlines a program to teach novice nursing students about the nursing process and critical thinking skills. It will take place every Monday for 1.5 hours. Various teaching strategies will be used, including flipped classrooms and traditional lectures. The nursing process involves 5 steps: assessment, diagnosis, planning, implementation, and evaluation. These steps will provide students with a framework to identify patient needs, care for patients holistically, and enhance critical thinking. The overall goal is for students to gain understanding of the nursing process to deliver effective patient-centered care.
The document describes an internship at The Care Center, a pediatric therapy practice offering speech, occupational, physical, and aquatic therapy. It provides details on the facility, staff, and different therapy settings observed. Key lessons learned include the variety of diagnoses treated, importance of nonverbal communication methods, breadth of skills addressed in speech therapy, and role of initial evaluations and carryover at home in the therapy process.
5 prospective ma slp students, july 2020Dick Detzner
The document summarizes the speech-language pathology graduate program at the University of Illinois. It highlights that the program has a relatively small cohort of 25-30 clinical students per year so that faculty can know students personally. It also notes that faculty are national leaders in research and teaching excellence and bring clinical experience in diverse settings. The program provides clinical training across 6 semesters, including experiences in various settings like schools, medical facilities, and clinics to expose students to the full scope of the profession.
1. The document discusses the use of simulated/standardized patients (SPs) in medical education. It covers what SPs are, how to plan educational sessions using SPs, how to train SPs to provide feedback, and how to recruit and maintain SPs.
2. Key aspects of planning include writing scenarios that align with educational goals, determining which skills need SP involvement, and collaborating with SPs on scenario development. Training focuses on providing timely, specific feedback using techniques like "I messages" and video playback.
3. Recruiting and maintaining SPs requires addressing issues like payment, status, leadership, and autonomous management to motivate SP involvement.
This document summarizes the findings of a needs analysis conducted to design an English curriculum for nurses at a university in SingaperbangsaKarawang, Indonesia. The needs analysis involved distributing questionnaires to 5 professional nurses and 5 nursing students. The findings showed that 55% of respondents sometimes spoke English at work, but rarely spoke English to patients, doctors, or other nurses. Respondents' main speaking problems were pronunciation, vocabulary, grammar, and lack of confidence. Most respondents preferred an English speaking course focused on health topics that provided regular opportunities to practice speaking with native English speakers. Based on these findings, the curriculum will aim to improve nurses' English communication skills through a practice-focused course addressing their identified problem areas.
Admitted student open house, spring 2020 ma slp, finalDick Detzner
This document summarizes an information session for an M.A. in Speech and Hearing Science at the University of Illinois. It highlights several strengths of the program, including its large faculty with diverse expertise, relatively small cohort size, and faculty recognition for teaching excellence and clinical experience. The program consists of coursework, clinical experiences, and a thesis option over two years. Clinical experiences include on-campus clinics as well as external placements in schools, medical settings, and other facilities. The degree prepares students for ASHA certification in speech-language pathology.
Discipline of General Practice Teaching Newsletter July 2015Ethan Salleh
This letter discusses upcoming changes and opportunities related to teaching medical students in general practice rotations. It informs recipients that a new work-based assessment task may be introduced, requiring students to search for evidence to answer a clinical question and present their findings. It also notes that a faculty restructure will result in general practice being grouped with rural health and public health in a new school. The letter indicates that proposed changes to block rotations in clinical years will be postponed until 2017. It concludes by requesting that practices interested in hosting first-year student elective placements contact the specified person.
This document discusses principles for teaching adult learners such as medical students and trainees. It emphasizes that adult learners are self-directed, draw on their own life experiences, and are problem-centered in their orientation to learning. The document provides guidance on determining a learner's level of experience and adjusting one's teaching role accordingly, from director for novices to facilitator to consultant for more experienced learners. It also promotes using questions to assess a learner's knowledge and clinical reasoning. The overall aim is for teachers to apply adult learning principles and vary their teaching approach based on their learner's experience level.
The document is a career research assignment completed by Esther Rodulfa exploring a career as a pediatrician. It includes sections on the job description, working conditions, wages and earnings potential, education and training requirements, possible post-secondary education paths, relevant work or volunteer experiences, networking opportunities, and sources used for research. The concluding reflection indicates Esther has become more interested in pursuing pediatric medicine after learning about the various aspects of becoming a pediatrician.
1. Brown-Séquard syndrome was first described in 1850 based on observations of machete injuries in sugar cane farmers, with key features being ipsilateral motor paralysis and mixed sensory loss below the level of the spinal cord lesion.
2. Understanding the anatomy of ascending and descending spinal tracts is important for explaining the clinical features of Brown-Séquard syndrome and other spinal cord injuries.
3. Injuries can disrupt motor or sensory tracts differently, causing varying neurological deficits depending on whether the lesion involves upper or lower motor neurons.
The document discusses several inflammatory arthropathies known as spondylarthropathies. They are commonly associated with the HLA B27 gene and involve entheses, synovium, and the spine. Major types include ankylosing spondylitis, psoriatic arthropathy, reactive arthritis, and enteropathic arthritis. They often present with enthesitis, uveitis, and spondylitis and are treated with NSAIDs, DMARDs, anti-TNF drugs, or surgery depending on the specific condition and symptoms.
Lung cancer is classified into two main types - non-small cell lung carcinoma (NSCLC) and small cell lung carcinoma (SCLC). NSCLC makes up about 80% of cases and can be further divided into squamous cell carcinoma, adenocarcinoma, and large cell carcinoma. SCLC accounts for 10-15% of lung cancers and grows more quickly. The main symptoms are cough, chest pain, and coughing up blood. Risk factors include smoking, asbestos exposure, and radiation exposure. Diagnosis involves tests such as sputum analysis, biopsies, CT scans, and PET scans to determine the cancer type and stage. Treatment options depend on the cancer type and stage but may include surgery, chemotherapy
Eczema herpeticum is a potentially life-threatening herpes infection that occurs when herpes simplex virus infects disrupted skin in patients with pre-existing skin conditions like eczema or atopic dermatitis. It presents with clusters of vesicles and punched-out erosions that spread and become hemorrhagic and crusted. Diagnosis involves identifying characteristic lesions along with fever and pain, and can be confirmed with tests like Tzanck smear, viral culture, or antibody testing. Aggressive treatment with IV acyclovir is required to prevent complications like herpes keratitis, which can lead to blindness. Early recognition and effective antiviral therapy are important given the potential severity of eczema her
The vagus nerve connects organs in the neck and below to the brainstem. It has both sensory and motor functions and helps control the heart rate, digestion, and other involuntary processes. Stimulation of the vagus nerve has been shown to reduce seizures, experimental pain, and inflammation, and may help treat conditions like epilepsy, obesity, and heart disease. Damage to the vagus nerve or its connections in the brainstem can impact swallowing, heart rate variability, and level of consciousness.
Poor water and sanitation are responsible for a huge global burden of disease, with contaminated water alone contributing to about 2.4 million preventable deaths per year, mainly in children. While progress has been made in increasing access to safe water and improved sanitation, current rates of progress will not meet the Millennium Development Goal targets. Water and sanitation remain a low priority on international development agendas despite their importance for health and achieving the MDGs. Coordinated efforts are still needed to address this critical issue.
This document discusses medical student electives in developing countries. It notes potential benefits like exposure to rare diseases and personal growth, but also flags ethical issues. Electives could exploit local health systems and raise false expectations. They may perpetuate neo-colonial practices by benefiting students and health systems in wealthy countries more than local populations. The document also examines how non-governmental organizations can undermine public health systems and calls for electives to minimize harm, respect local needs, and establish long-term exchange programs to provide mutual benefit.
This document provides an overview of global health by defining key terms, outlining major players and organizations, and summarizing the history and evolution of the field from 1945 to the present day. It describes how global health has shifted from a focus on infectious disease control to addressing social determinants of health and health issues that transcend national borders. Major milestones discussed include the founding of the UN and WHO, the Alma-Ata Declaration, structural adjustment policies, the Millennium Declaration and MDGs, debt relief campaigns, and the establishment of the Global Fund. The summary highlights the ongoing tension between disease-specific and comprehensive primary healthcare approaches.
The document discusses how international organizations like the WTO and treaties it has established like TRIPS and GATS impact healthcare. The WTO aims to liberalize trade and its dispute process enforces agreements. TRIPS established intellectual property standards that require drug patenting, raising prices. Some countries like Brazil and South Africa have issued compulsory licenses to produce cheaper generics, facing opposition from pharmaceutical companies but helping improve access to treatment.
Global health examines influences on health across borders, including issues like globalization, poverty, and human rights. It draws from multiple disciplines. Globalization refers to reducing barriers between countries, leading to increased trade, investment, and communication. This has effects like economic growth but also rising inequalities. Agreements like TRIPS have increased pharmaceutical patent protection globally, raising concerns about access to medicines, especially in developing countries. Networks of both commercial and civil society actors have been important in debates over balancing intellectual property with public health.
Migration of health care workers has both positive and negative effects on health. It reduces the availability of health services in source countries while increasing access in destination countries. This unequal distribution of health workers is driven by push factors like low pay and poor working conditions in source countries and pull factors like higher wages in destination countries. As a result, source countries experience worse health outcomes due to lack of health workers, while destination countries receive an indirect subsidy through the receipt and employment of trained medical professionals from poorer nations. Proposed policy responses aim to strengthen health systems in source countries, implement ethical recruitment practices, and foster partnerships between nations to promote more equitable health worker distribution.
Global institutions play major roles in health financing and policy. The key players discussed are the World Health Organization (WHO), World Bank, International Monetary Fund (IMF), and World Trade Organization (WTO). The WHO is the UN agency for health, working with 192 member states. The World Bank aims to reduce poverty through loans and policy advice to developing countries. The IMF promotes international monetary cooperation and provides temporary financial assistance. The WTO, formed in 1995, ensures trade flows freely through treaties and enforcement mechanisms, which some criticize can undermine public health systems.
Haemochromatosis is an autosomal recessive condition characterized by excessive iron accumulation in the body. It affects around 0.5% of Caucasians and usually presents in the 40s-50s with a triad of pigmentation, diabetes mellitus, and hepatomegaly. Diagnosis involves blood tests showing elevated serum iron, transferrin saturation over 50%, and elevated serum ferritin. Liver biopsy can confirm iron deposition and damage. Treatment aims to reduce iron stores through weekly venesection of 1 unit of blood for 6-12 months followed by maintenance venesection.
Ascites is an abnormal collection of fluid in the peritoneal cavity, commonly caused by portal hypertension due to cirrhosis. It results from sodium and water retention triggered by vasodilation and activation of the renin-angiotensin system, as well as increased hydrostatic pressure and transudation of fluid from the liver and spleen into the peritoneal cavity. Hypoalbuminemia due to decreased liver function also contributes by reducing plasma oncotic pressure. Spironolactone is used as treatment as it is an aldosterone antagonist. Management involves dietary sodium restriction, diuretics, stopping alcohol, monitoring for complications, and procedures such as paracentesis or shunts.
The liver has two lobes, separated by veins, and is divided into sections supplied by individual blood vessels. Blood flows through hepatic arteries and portal veins into sinusoids, where waste is filtered by Kupffer cells in the space of Disse before draining into hepatic veins. The liver performs many functions including synthesizing proteins, metabolizing carbohydrates and lipids, and detoxifying hormones and drugs. Liver function can be assessed through blood tests of enzymes and proteins.
Antidepressants such as SSRIs, TCAs, and MAOIs work by increasing levels of serotonin, norepinephrine, or both in the brain. SSRIs are generally first-line treatment and safer in overdose than TCAs, but TCAs may be better for severe depression. Both classes of drugs can cause side effects like dry mouth, nausea, and sexual dysfunction. Antidepressants may take 10-20 days to work and should be continued for at least 6 months after symptoms improve to prevent relapse. Combining certain antidepressants can be dangerous due to increased serotonin levels.
Gout is caused by deposition of uric acid crystals in the joints, which leads to acute inflammation. It typically presents as sudden severe pain, swelling and redness in one joint, most commonly the big toe. Diagnosis is made based on symptoms and identification of crystals in joint fluid under polarized microscopy. Treatment involves medications to reduce symptoms during acute attacks as well as long-term drugs like allopurinol or probenecid to lower uric acid levels and prevent future episodes. Without treatment, gout can progress to a chronic stage with multiple joint involvement and growth of tophi deposits in the tissues.
Review of orthopaedic services: Prepared for the Auditor General for Scotland...meducationdotnet
1. Orthopaedics is a large specialty that treats musculoskeletal conditions through surgery, medication, and rehabilitation. It accounts for a significant portion of NHS spending and activity in Scotland.
2. Waiting times for orthopaedic services have reduced in recent years through changes to service delivery and additional funded activity. However, further improvements to meet 18-week referral targets will be challenging to sustain.
3. There is variation in orthopaedic efficiency across Scotland that is not fully explained by resources or procedures. The report finds opportunities to use existing resources more efficiently through measures like increasing day surgery and reducing hospital length of stay.
This document discusses the use of muscle relaxants in anesthesia and the potential role of sugammadex as a reversal agent. It provides background on why muscle relaxants are used, types of muscle relaxants, and current problems with reversal agents. It then summarizes research on sugammadex, which appears to be a more effective reversal agent than anticholinesterases, allowing faster recovery from neuromuscular blockade. Sugammadex may allow safer use of muscle relaxants and replace agents like suxamethonium, but economic factors will also influence its adoption.
This document contains a series of slides related to ophthalmology. It tests the reader's knowledge on topics like visual acuity measurements, refractive errors, eye abnormalities, causes of vision loss, and eye examination techniques. The slides include images showing conditions like cataracts, glaucoma, retinal detachments, and more. Key details are provided about diagnoses, symptoms, investigations, and treatments.
2. Useful contacts
Jonathan Brooke – Clinical Peer Teaching Coordinator/Peer Teaching Society
Any questions relating to Clinical Peer Teaching
clinicalpeerteaching@gmail.com
Alice Rutter – Phase 1a co-ordinator/Peer Teaching Society
Any questions relating to non-clinical Phase 1a teaching
phase1a.teaching@gmail.com
Peer Teaching Society - President & Vice President
Questions relating to the Peer Teaching Society and its teaching activities
peerteaching@gmail.com
Julian Burton – Phase 1 Director of Studies
Questions, comments, problems or feedback
J.L.Burton@sheffield.ac.uk
Karen Kehtarnavaz – Phase 1a Administrator
Questions relating to the organisation and timetable of Phase 1a/ICE
k.kehtarnavaz@sheffield.ac.uk
3. Introduction
The Intensive Clinical Experience (ICE) placements have been designed to give you a taster of the
hospital environment. Spending two weeks on the wards allows you to understand the roles of
different healthcare professionals, and provides a basic understanding of how patients are managed
to ensure they are correctly diagnosed and treated. It is hoped that you will also appreciate what it is
like to be admitted to hospital.
Starting an ICE placement can be a daunting prospect, as many of you will not have spent much time
in a hospital setting before. The Clinical Peer Teaching (CPT) programme has been designed to help
you adjust to ward life and bring some structure to your placement. It will also provide you with a
friendly face to talk to about your experiences, as you will be assigned a tutor each week to help you
with key learning points. The tutors are all students from phases 3a, 3b and 4 who have kindly
volunteered to provide teaching sessions each week to go over areas that will help you make the
most of your ICE placements.
Your tutor may ask you to fill in feedback forms to assess their teaching sessions. This will allow
teachers to improve their techniques for future sessions, so please be honest. At the end of the
programme you will be asked to complete a questionnaire on Minerva to evaluate the quality of
your experience. Any responses you make will be anonymous, so again, please tell us the truth! You
will receive “Professional Behaviour Credits” for completing this survey, so it’s well worth taking a
few minutes to do.
At the end of your two weeks, you don’t need to be experts in taking histories and vital signs. These
resources are here to give you an idea of things to come, and to help you get the most out of your
placements.
Have fun on ICE!
Jonny Brooke – Clinical Peer Teaching Co-ordinator
Acknowledgements:
The 2011 edition of this booklet was re-written and edited by Jonathan Brooke. Thanks go
to Andy Walker, Farhad Peerally and James Connors for previous versions of this handbook.
Thanks to Hayley Colton and Stephen Hook for proof reading through this!
4. Clinical Peer Teaching – Phase 1a
What it is and why
The Phase 1a Clinical Peer Teaching (CPT) programme has been set up for two main
reasons. Firstly, the Clinical Peer Teaching programme aims to support Phase 1a students on
their clinical placements, and reinforce the teaching they receive from the medical school.
Phase 1a can be very daunting for students as they often feel they are “thrown in at the
deep end”. With doctors often very busy on the wards, CPT offers a friendly face for
guidance when others are not around.
Secondly, it gives students in phases 3 and 4 the opportunity to experience, practice
and refine their teaching skills by being a Student Teacher for a group of phase 1a students.
It is hoped this will be the beginning of a career as a teacher.
Clinical Peer Teaching Outline:
5. The programme will run during the 2 weeks of ICE, which run from 14th
Feb – 25rd
Feb 2011. The programme aims to allow flexibility for the tutors and the students, with a
minimum of 2 topics being taught over this period.
The first topic for tutors to cover is history taking & presentation. How they teach
this is up to them, but it is recommended that you encourage your tutors to involve real
patients on the wards (with the consent of patients!).
The second topic to cover is vital signs. You will have been taught these skills already
in phase 1a, but there is no better place to practice than on the wards! Take along your own
stethoscope if you have one to this tutorial so that you can take blood pressure manually.
Following ICE, you will be required to submit 2 history write-ups and a significant
event write-up. You tutors have been asked to give you advice and assistance with these
assignments, so please do ask your tutor for help! Your tutors have all completed these
tasks and are therefore well-placed to help you! Make the most of them!
This is not part of the curriculum and thus it is not appropriate to take time out of
your placement or use these sessions as an excuse to miss any of your formal teaching.
Therefore you will need to co-ordinate when you can attend teaching sessions. Again we
recognise this may mean you have to give up your own time, but these sessions have been
found to be worthwhile by students in the past.
Aims and Objectives for the Student
To provide a structure with learning objectives within the placement.
To provide a support mechanism during a period that can be very daunting and
unfamiliar.
Aims and Objectives for the Student Teacher
To provide the opportunity for senior Student Doctors to teach students in phase 1a
and to allow them to experience, develop and refine their teaching skills.
To provide opportunities for feedback on the teachers’ performance to help them
develop and reflect on their own teaching skills.
To ensure graduates from Sheffield Medical School have experience of teaching and
recognise the importance of the teaching.
I hope you enjoy your ICE placements and I hope the Clinical Peer Teaching Programme is
useful for you all! The rest of this handbook will hopefully be useful to help you get the most
out of your time on the wards! Enjoy! Jonny – clinicalpeerteaching@gmail.com
6. Suggested Activities
Below is a list of activities which can be used as a guide to ensure that you’re getting the
most out of your time on ICE. The nursing staff and junior doctors will be your best point of
call in finding suitable patients. You will also be able to ask your ICE tutor from Phase 3 or 4
for guidance.
Talk to as many patients/members of staff as possible,
Gain a basic understanding of reading drug charts and patients notes and begin to
familiarise yourself with the abbreviations used.
Try to follow a patient through a ‘typical’ day for them so that you see what it is like
to be a patient, how they and medical/nursing staff and others interact, and the
procedures carried out. Also consider their feelings, concerns and hopes during their
stay.
Try to do something to help a patient e.g. feeding them, reading a newspaper to
them or making a bed with other staff.
Attend a ward round.
Observe practical procedures e.g. taking blood, insertion of an intravenous cannula,
administration of drugs.
Ask to accompany a patient for procedures including an ECG or endoscopy.
Use your tutorials with your Phase 3 or 4 ICE tutor as an opportunity to take
histories, examine, and check the vital signs of patients on the ward.
Usually patients are very willing to speak to students; in particular the older patients are
extremely appreciative of the time you spend with them. Taking advantage of this is one of
the best ways to learn and gain experience.
Even if you don’t feel confident speaking to a patient on your own, see if anyone else in your
year group would like to come along with you. Having another person with you may help
you to feel more relaxed when talking to patients.
7. FAQs & Useful Information
Where will I be sent to?
Sheffield Medical Students can be sent to the following, although not all of these are used
during the Phase 1a ICE programme:
Royal Hallamshire Hospital (Glossop Road, Sheffield, S10 2JF)
Jessop Wing (Tree Root Walk, Sheffield, S10 2SF)
Weston Park Hospital (Whitham Road, Sheffield, S10 2SJ)
Northern General Hospital (Herries Road, Sheffield, S5 7AU)
Doncaster Royal Infirmary (Armthorpe Road, DN2 5LT)
Bassetlaw Hospital (Blyth Road, S81 0BD)
Rotherham General Hospital (Moorgate Road, S60 2UD)
Barnsley District General Hospital (Gawber Road, S75 2EP)
Chesterfield Royal Hospital (Chesterfield Road, S44 5BL)
Commonly used terms:
Bleeping:
Doctors carry bleeps around to make it easier for them to be contacted by internal phones
within the hospital. Usually, the sequence used to bleep a Doctor is “code, bleep number,
extension number of phone you are using” – in this particular order.
Firm:
A team of doctors who work together to look after a specific list of patients. Different firms
within the same hospital can be colour-coded or numerated for instance. A firm is usually
made up of the consultant, Registrar, SHO and Foundation Year doctor (F1).
Ward round:
This is when a firm goes from patient to patient on the ward, usually in the morning to see
how they are progressing. During a ward round, the junior doctors usually present the cases
and the results so far to the more senior members of staff and decisions are taken as to
what is the next line of action for the patient’s management. Do not hesitate to ask
questions at ward rounds.
Clerking in:
Taking a full history, examination, along with formulating the differential diagnosis and a
management plan. This is usually done by the first doctor who sees the patient in hospital
(could be in A&E, clinic).
On take/On call:
A doctor is said to be on call or on take when they are the ones who are responsible to see
any presenting patient. A doctor can be on call for different hours. E.g. some do 9am-5pm.
Others are on call for the night shift. Shadowing a doctor who is on take is a good way of
8. knowing the bread and butter of the job of a doctor. Being on take at night is an especially
good way of getting quite a bit of hands on experience and teaching as doctors are usually
less busy at night.
Multidisciplinary Team (MDT) Meeting:
This is where consultants from the same (or different) specialty meet up, along with some
juniors to discuss interesting cases. Radiologists are usually present and they project the
imaging findings. This is a great learning opportunity and it will no doubt boost your
enthusiasm about medicine. It is also interesting to see that consultants don’t know
everything about medicine – and do need to work in a team to efficiently manage a patient.
Handover
This occurs at a shift change when one doctor will update the next on the progress and
current condition of the patients on a ward.
Grades of doctor
By assigning each doctor to a grade, they can be classified according to their level of
training. Some grades are referred to by more than one name due to a change in the
training system.
The most commonly used terms are:
1. Consultant – the doctor who leads the firm.
2. Registrar – often shortened to ‘Reg’, these doctors have passed their membership exams
and are specialists, waiting to accumulate the required number of years to become a
consultant.
3. Trust or Staff Grade – often referred to as a registrar or SHO, these doctors hold non-
training posts.
4. ST trainees – according to the new system, these doctors are equivalent to SHOs or
Registrars in the old system. They have completed the 2 year foundation programme
after medical school, and chosen a specialty to pursue
5. Senior House Officer – These doctors have completed their pre-registration years and
are either preparing for their membership exams or have already done them. SHOs and
Registrars are usually the ones who give teaching to students on the ward.
6. F2 doctor – these doctors are in the second year of the foundation programme after
medical school.
7. F1 doctor – these doctors completed medical school less than a year ago. Do not
hesitate to speak to them, they’re the ones who will understand you best and should be
willing to teach.
8. Pre-registration House Officer – equivalent of an F1 doctor in the old system
Also you may come across the term “Locum”: A consultant, registrar or SHO who is
employed on a short term basis to cover a doctor who is on leave.
9. Important scenarios
What should I do if a patient I’m talking to becomes angry?
Whenever you are speaking to a patient, make sure you are closer to the exit than the
patient is, whenever possible. If a patient becomes angry, try to calm him/her down by
talking to him/her and if you are worried about your safety or that of the patient/other
patients, inform a doctor/nurse.
What should I do if a patient starts crying?
Try to comfort the patient, but if you feel out of your depth, inform a doctor/nurse. When
you leave the patient to summon help tell the patient what you are doing.
What should I do if I feel left out on the ward?
The ward can be a strange place if you don’t open yourself to it. Familiarise yourself with the
people on it and how the ward works and you shouldn’t feel left out at all. Most
importantly, introduce yourself to the nurses and doctors and make sure they know you are
a first year medical student on ICE placement.
There’s ‘nothing happening’ on the ward. What should I do?
The ward is better than textbooks to learn medicine but it can be very boring if you are not
pro-active. There is always plenty happening on the wards and you can always find
something to do to aid your learning: e.g. read patients’ notes and write down new things
you haven’t heard of before, shadow one of the nurses, health care assistants, or
phlebotomists through their daily routine. Most importantly, speak to patients. You are
doing your ICE placement to break the barrier that exists between you and patients. Once
you manage to get over this, the patient will become your biggest learning tool…and to
achieve this, you need to speak to lots of them!
10. History Taking Template
Here is a guide to taking a general medical history, including suggested questions to help
you when taking histories during ICE. Recorded histories should have a clear structure (as
shown in this template), with information divided into key sections such as presenting
complaint and drug history.
In general, if you ask open questions and allow the patient to speak freely they will often
cover most of the points below without being prompted. These questions are used to check
for specific things that the patient might not mention.
Once again, you don’t need to be an expert at history taking after ICE. You are not expected
to remember every point in the template, but you may find it useful to refer to when
speaking to patients.
The following format is by no means perfect, but it should be fairly comprehensive for the
level of a phase 1a student. It is based on Phase 2 Clinical Examination Handbook (the green
booklet) by Dr Caroline Woodley.
Remember to keep histories anonymous, and do not leave your notes anywhere that
could compromise patient confidentiality.
Introduction
Wash your hands and introduce yourself (full name & designation)
Explain that you would like to take a history, and obtain consent
Confirm patient identity, and establish a rapport as you take the history
Patient Information
Name, Age & DOB
Marital Status / Living Circumstance
Occupation
Date & Time of admittance
11. Presenting complaint (PC)
What brought the patient into hospital? List the problems and their duration. This should be
written in lay terms, e.g. a patient would complain of coughing blood, not haemoptysis!
e.g. Short of breath, 3 hrs duration
History of Presenting Complaint (HPC)
Include all the information you can get about the PC
Timeline of symptoms is important!
SOCRATES can be used to obtain information on mist complaints:
Site – Where is the pain? Can you pin-point or is it spread out?
Onset – When? What doing? Fast/Slow onset?
Character – Sharp, burning, crushing, aching, dull, tearing etc
Radiation – Does the pain spread anywhere?
Associated Features – Any other symptoms at the same time as PC?
Timing – When does it come and go? For how long? Worse at any times?
Exacerbating/Relieving Factors – Activities, time of day, relief with drugs?
Severity – on a scale of 1 to 10, with 10 being the worst pain imaginable
Enquire about risk factors if they may be relevant to the PC!
Other useful questions:
Have you had this complaint before?
Have you ever been an inpatient before with this problem? If so what made it go
away?
Then ask questions about any other symptoms they mention.
Past Medical History (PMH)
Any previous significant illnesses? Or previous hospital admissions?
Any operations in the past?
If appropriate, list some diseases to check that the patient has not forgotten to mention
them. The pneumonic MJTHREADS can be used:
12. Myocardial Infarction
Jaundice
Tuberculosis
Hypertension/High Cholesterol
Rheumatic Fever
Epilepsy
Asthma
Diabetes
Stroke
Drug History (Drugs and Allergies)
All current medications/drugs (include doses & times per day)
Any allergies (include food allergies) & if so, what happens?
Any over-the-counter medicines, vitamins, etc.
Is the patient compliant? / do they know how to use their medications?
Does/Has the patient ever used recreational drugs?
FH (Family History)
Any diseases which run in the family?
What did family members die of and at what age? (be tactful)
Are parents/siblings fit and well?
Constructing a family tree may be a good idea
SH (social history)
This must be tailored to individual patients. It may not be appropriate to ask all of the
following to all patients!
Home status – does the patient live with anyone? If so, whom?
Does the patient have any dependents? (e.g. children)
Smoking – pack years?
Alcohol intake? CAGE screening tool can be used
Recreational drug use?
Occupational history – NOT just the most recent job!
Social circumstances – Do they cope at home? / Any carers?
Limitations of any disability on lifestyle
Activities of Daily Living (ADLs) e.g. cooking, cleaning, shopping, washing?
Recent overseas travel?
Hobbies?
Pets?
Diet?
13. Systems Enquiry
Summarised in table below and example questions are provided overleaf.
Ask about systems that are relevant to PC/PMH!
14. Systems Enquiry (SENQ)
This is a set of final screening questions to make sure you haven’t missed anything at the
end of the history. It runs through each body system and covers the key worrying
symptoms which may be present. At this stage, you will probably only be familiar with the
Cardiovascular and Respiratory systems. As such, the rest of the questions are not too
important at Phase 1a level and are here as a reference point. Patients often answer ‘No’ to
most of these questions, but they are there in order to ensure you don’t miss anything!
Cardiovascular System (CVS):
Chest pain:
Do you ever get any chest pain?
Palpitations? – Do you have any awareness of your heart beating?
Breathlessness:
Exertional- do you ever get breathless on walking/ going up stairs?
How far can you walk before you become breathless?
At night (Paroxysmal Nocturnal Dyspnoea, or PND)- Do you ever wake up breathless
at night?
Lying flat (Orthopnoea)- How many pillows do you sleep on? This question gives an idea
as to how severe the breathlessness is – some patients with heart failure need to sleep
upright in a chair.
Intermittent claudication: Do you get pain in your legs when you walk? How far can you
walk before this happens? What do you then do?
Peripheral Oedema: Any ankle swelling?
Respiratory System (RS):
Do you have any breathing problems?
Cough – do you have a cough? If yes, is this all the time?
Sputum – do you bring anything up when you cough? Colour? Amount?
Haemoptysis – have you ever coughed up blood?
Wheeze – do you have a wheeze/noisy breathing?
Gastrointestinal System (GI):
How have your bowels been? Any changes in bowel habit? Diarrhoea/constipation?
Change in stool colour?
Malaena (blood in the stool) – have you noticed any blood in stool? Stools dark and
smelly?
Any slime/mucus in stool?
Do you get any heartburn?
15. Have you noticed any weight loss?
How has your appetite been?
Dysphagia- have you had any difficulties swallowing?
Any abdominal pain?
Have you had any nausea/vomiting? If yes does vomit contain blood? (Haematemesis)
Rectal bleeding – have you noticed any blood in your underwear or on the toilet paper?
Genitourinary System (GU)
Have you noticed any problems with your waterworks?
Frequency – Are you passing water more or less than usual?
Dysuria – Any pain on passing water?
Haematuria – Colour of the urine? Any blood in the urine?
Prostatism – Do you need to pass urine more often than you used to? When you pass
water do you get a good stream? Any dribbling afterwards?
Incontinence – Have you ever had any leaks/accidents/been incontinent?
Neurological System (NS)
Have you had any fits, faints or funny turns?
Headaches?
Dizziness or vertigo- room spinning?
Hearing problems- has anyone commented on your hearing recently? Tinnitus – any
ringing in your ears?
Eye problems – Any change in your eyesight?
Weakness- Are you arms or legs weaker than normal?
Altered sensation- paraesthesia, Have you noticed any pins and needles?
Locomotor System (LS)
Any pain in your joints?
Any Stiffness or swelling?
How far can you walk? What limits distance? Joint pain or shortness of breath?
Skin
Any problems with your skin? Rashes etc?
To finish
Ask the patient “Is there anything else I need to know?”
To conclude:
Thank the patient
Leave the bedside
Wash your hands
Document and report findings
16. Sample History
Please note that º means “no”, but this is dated and you should now write the word “no”
Patient Identity: Mr XX
Date: 15/01/09
Time: 16.00
Name: Mr AN Other
Age: 65
DOB: 29/10/1942
Marital Status:Married
Occupation: Builder (Retired)
Date admitted: 14/01/09
PC:
1. Chest Pain, 3hr Hx
2. Shortness of breath, 3hr Hx
HPC:
1. Chest Pain
Mr AN Other was at home when he experienced a sudden onset of central chest pain
Site: Central Chest
Onset: The pain came on suddenly, within a few seconds. It began while the patient was at
rest, sitting eating lunch.
Character: Crushing, “Like a vice around my chest”. This has been constant for 3hrs and was
not precipitated by exercise.
Radiation: Spreads up into jaw and into the left arm
Associated Symptoms: Sweating, SOB, ºVomiting (o
means a negative finding, i.e. no
vomiting), ºNausea
Timing: The pain has been more or less constant since it began
Exacerbating/Relieving factors: ºExacerbating/relieving factors,
Severity: 9/10
ºRecent Long-haul flights
ºTime Spent Bed-Bound
Pt does not normally suffer with indigestion, but says the pain is different from indigestion
pain he had experienced in the past.
17. 2. SOB
Pt has been SOB since shortly after the onset of the chest pain.
The breathlessness has got steadily worse over the past 3 hours.
It has not improved with Salbutamol (pt has had a total of 8 puffs)
The patient has mentioned that they are more comfortable sitting upright
ºCough
ºWheeze
ºSputum
PMH:
1999-Present: Hypertension diagnosed by GP
Now takes Ramipril, Aspirin and Bendroflumethiazide.
2001: Asthma diagnosed by GP
Now takes Beclametasone and Salbutamol
2005: Hypercholesterolaemia diagnosed by GP
Now takes Atorvastatin
ºPrevious hospital admissions
ºPrevious surgery
º MI previously
º Jaundice
º TB
HT diagnosed 1999, see above
º RF
º Epilepsy
Asthma diagnosed 2001, see above
º Diabetes Mellitus
º Stroke/TIA
DH
Ramipril 2.5mg OD
Bendroflumethiazide 2.5mg OD mane
Aspirin 75mg OD
Lansoprazole 15mg OD
Atorvastatin 10mg OD
Salbutamol 100mcg two puffs PRN
Beclometasone 100mcg two puffs BD
Dipropionate
NKDA
18. FH
Father: Died aged 59 of MI. Had two MIs before his death, first aged 47
Mother: Died aged 84, “of old age”. No known medical problems apart from
“arthritis” in hands.
Sister: Aged 71 suffers with type II DM and hypertension
ºOther familial illnesses
So: +ve family history of CHD, HT and Type II DM
SH
Pt lives with wife at home (also 65), who is a retired secretary.
She suffers from hypertension, but is otherwise fit and well
Pt is fully independent: can dress himself, get in and out of bath, use stairs, cook, clean
and walk to the shops
Smoking: Pt smokes 15 cigarettes daily and has done since the age of 15.
(15 cigarettes X 50 years)/20 = 37.5 pack years
Pt’s wife also smokes
Alcohol: Pt is teetotal and has been all his life.
Drugs: Pt denies ever having taken any illicit drugs
ºPets
ºRecent Travel
SENQ
CVS
Chest pain present, see above
SOB present, see above
?Orthopnoea as SOB better on sitting upright, none usually – 2 pillows
ºPND
ºIntermittent Claudication
ºPeripheral Oedema usually
ºPalpitations
19. RS
SOB currently, see above
Asthmatic, see above
ºCough
ºWheeze
ºSputum
ºHaemoptysis
GI/GU
ºChange in bowel habit
ºDiarrhoea/Constipation
ºChange in stool colour/form/smell
ºSlime in stool
ºBlood in stool
ºChange in urinary habit/colour
ºBlood in urine
ºDysuria
ºTerminal dribbling/hesitancy
ºWeight Loss
ºChange in appetite
ºNausea/vomiting
Fully continent of urine and faeces
NS
ºBlackouts
ºFits
ºFaints
ºHeadaches
ºDizziness/vertigo
ºHearing problems inc tinnitus
ºEye problems – although does wear glasses for reading
ºProblems with Smell and taste
ºWeakness
ºParaesthesia
LS
ºPain in joints
ºStiffness in joints
ºSwelling in joints
ºProblems walking or with stairs
Skin
ºRashes
ºMoles
20. Summary
Patient presented with a 3 hour Hx of crushing central chest pain, radiating to the jaw and
left arm. He has also experienced progressive SOB, which improves when he sits upright. He
has not been on any recent long haul flights or been bed-bound and has never had any
surgery.
Mr XX has a previous medical history of hypertension, for which he takes Ramipril,
Bendroflumethiazide and aspirin. He also takes Atorvastatin for Hypercholesterolaemia and
salbutamol and Beclametasone for asthma. Additionally, he is on Lansoprazole.
He has a positive family history of CHD and lives at home with his wife, and is fully
independent. He has smoked 15 cigarettes per day for 50 years (37.5 pack years) and is
teetotal.
Management Plan
Impression: Myocardial Infarction
1. High Flow O2 via face mask
2. ECG
3. Morphine 5mg IV + Metoclopramide 10mg IV
4. Aspirin 300mg chewed
5. GTN 2 puffs sl
6. Bloods for FBC, U&E, glucose, lipids, cardiac enzymes, d-dimers
7. Consider thrombolysis
8. CXR
Comments
This sample history and examination should give you an idea of how things will be set out
when you read patient notes. You can learn more by taking histories yourselves, although
as we’ve already said, don’t expect to be an expert by the end of your 2 week placement.
Repeated and regular practice over many years is needed to perfect history taking.
You can learn a lot from patient notes, and you may wish to go and read up about what you
find within them. Kumar and Clark is quite useful for most things, and the British National
Formulary (BNF) is handy for learning about drugs. You can often go to a pharmacy and
request an old copy of a BNF and they are usually willing to let you keep them!
21. Glossary of terms you may come across
Abbreviations
º None, e.g. ºpain would mean no pain
♀ Female
♂ Male
AMTS Abbreviated mental test score (10 point test)
BM Blood sugar level (bedside pinprick test)
BP Blood Pressure
Bpm Beats per minute
BS Bowel sounds
CABG Coronary artery bypass graft
CPR Cardiopulmonary resuscitation
CVS Cardiovascular system
DNA Did not attend
D/N+V Diarrhoea/nausea + vomiting
EBM Evidence-based medicine
ESM Ejection systolic murmur
GA General anaesthetic
GCS Glasgow Coma Scale
GIT Gastrointestinal tract
GUT Genitourinary tract
HS I+II+? Heart sounds 1 and 2 (=?added sounds)
ICP Intracranial pressure
IVDU Intravenous drug user
JACCOL Jaundice, anaemia, clubbing, cyanosis, oedema, lymphadenopathy
JVP Jugular venous pressure
LA Local anaesthetic
LIF/RIF Left/right iliac fossa
LMN/UMN Lower/upper motor neurone
MAU Medical admissions unit
MMSE Mini-mental test exam (30 point test)
NAD Nothing abnormal detected
NG(T) Nasogastric (tube)
NBM Nil by mouth
OT Occupational therapist
OPD Outpatient department
PERLA Pupils equal and reactive to light and accommodation
PND Paroxysmal nocturnal dyspnoea
PR per rectum i.e. rectal examination
PSM Pan systolic murmur
Pt Patient
22. PV per vaginam i.e. vaginal examination
R/L U/LQ Right/left upper/lower quadrant (of abdomen)
SOB Shortness of breath
SOBOE Shortness of breath on exertion
RR Respiratory rate
WR/PTWR Ward round/post-take ward round
Diseases and Diagnoses
AAA Abdominal aortic aneurysm
ACS Acute coronary syndrome
AF Atrial fibrillation
Ca Carcinoma
CCF Congestive cardiac failure
CHD/IHD Coronary/ischaemic heart disease
COPD Chronic obstructive pulmonary disease
CVA Cerebrovascular accident
DM Diabetes mellitus
DVT Deep vein thrombosis
HT Hypertension
LVF/RVF Left/right ventricular failure
MI Myocardial infarction
OA Osteoarthritis
PE Pulmonary embolism
PUO Pyrexia of unknown origin
RF Rheumatic fever
TB Tuberculosis
TIA Transient ischaemic attack
URTI Upper respiratory tract infection
UTI Urinary tract infection
VF Ventricular fibrillation
Writing Notes
Hx History
c/o Complaining of
PC Presenting complaint
HPC History of presenting complaint
PMH Past medical history
DH Drug history
FH Family history
SH Social history
SE Systems enquiry
CVS Cardiovascular system
RS Respiratory system
23. GI Gastrointestinal (system)
GU Genitourinary (system)
NS Nervous system
LS Locomotor system
o/e, Ex On examination
Ddx Differential diagnosis
Dx Diagnosis
Mx Management
Rx Treatment
D/W Discussion with
+ve/-ve Positive/negative
Blood Tests
APTT Activated partial prothrombin time
CRP C-reactive protein
ESR Erythrocyte sedimentation rate
FBC Full blood count
Hb Haemoglobin
INR(PT) International normalised ratio (prothrombin time)
LFTs Liver function tests
MCV Mean corpuscular volume
U+E Urea and electrolytes
TN Troponin
WCC White cell count
TFTs Thyroid function tests
Investigations
ABG Arterial blood gases
AXR Abdominal X-ray
CT Computerised tomography
CXR Chest X-ray
ECG Electrocardiogram
ECHO Echocardiogram
EEG Electroencephalogram
LP Lumbar puncture
MCS Microscopy, culture and sensitivity
OGD Oesophagogastroduodenoscopy
USS Ultrasound scan
V/Qscan Ventilation perfusion scan
Drug Charts
OD Once daily
24. BD Twice daily
TDS Three times daily
QDS Four times daily
PRN pro re nata – as required
nocte At night
mane In the morning
x/7 x days
x/52 x weeks
x/12 x months
CI Contraindications
IM Intramuscular
IV Intravenous
NKDA /NKA No known (drug) allergies
OD Overdose
po Orally
pr Per rectum
SE Side effects
sc subcutaneous
sl sublingual
Acronyms
Pain History: SOCRATES
Site
Onset
Character
Radiation
Associated symptoms
Timing
Exacerbating/relieving factors
Severity
PMH conditions: MJTHREADS
Myocardial infarction
Jaundice
Transient Ischaemic Attack
Hypertension
Rheumatic fever
Epilepsy
Asthma
Diabetes Mellitus
Stroke (CVA)
25. Phase 1a Clinical Peer Teaching
University of Sheffield
Tutor/s:
Location:
Date:
Subject of teaching:
Please rate the tutor’s performance below:
Score out of 5:
(5 is best and 1 is worst)
5 4 3 2 1
Knowledge
Organisation & Planning
Enthusiasm
Confidence
Approachability
Ability to answer questions
Timekeeping
Effort
Opportunity to participate
Overall tutoring ability
Comments:
Highlights of the session:
Areas that could be improved:
26. Phase 1a Clinical Peer Teaching
University of Sheffield
Tutor/s:
Location:
Date:
Subject of teaching:
Please rate the tutor’s performance below:
Score out of 5:
(5 is best and 1 is worst)
5 4 3 2 1
Knowledge
Organisation & Planning
Enthusiasm
Confidence
Approachability
Ability to answer questions
Timekeeping
Effort
Opportunity to participate
Overall tutoring ability
Comments:
Highlights of the session:
Areas that could be improved:
Your tutor may request that you bring along this feedback form to a session
Jonathan Brooke clinicalpeerteaching@gmail.com
Your tutor may request that you bring along this feedback form to a session