This document outlines a 6-week primary care clinical training module for 4th year medical students. The goals are to prepare students for clerkships by teaching consultation skills, including history taking, physical examination, using medical equipment, and writing records. Students will train at primary health care centers with experienced physicians and practice these skills on real patients. They will be assessed on attendance, skills demonstrations, and completing medical records. The training uses methods like observation, independent practice, feedback, and role-playing to teach effective consultation skills.
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 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
Integration in Competency based medical educationKhan Amir Maroof
Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Integration in Competency based medical educationKhan Amir Maroof
Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Evaluation is a process used to determine what has happened during a given activity or in an institution.Evaluation requires many skills that are as important as other elements of the instructional process.
For this assessment, you will implement the preliminary care coo.docxtemplestewart19
For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, cultura.
Experiential Learning through the lens of Communities of Practice (CoP) theoryJibran Mohsin
Individual Presentation on "Experiential Learning through the lens of Communities of Practice (CoP) theory"
Advanced Level Course on Teaching and Learning 1
Master of Health Professions Education
Department for Educational Development
The Aga Khan University
Tuesday, February 07, 2023
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. 2
Goal:
To prepare the 4th year medical students for
the clerkship phase, with special emphasis
on the clinical skills needed for consulting
patients.
3. 3
Aims of the course:
• This module aims to give the students, clinical experience
in applying the knowledge and the skills they have learned
during their four years of medical education on real
patients.
• The aim is to expose them to the opportunity for taking
proper and relevant history, applying the learned
communication skills, performing physical examination,
using various office equipments and practicing practical
office procedures.
• This course is not intended to replace the clerkship
rotation, however during the clerkship rotation, emphasis
will be given to the management skills based on the
students sound back ground about consultation skills
learnt in this activity.
• Also please note that patients’ management, practice
management, preventive services, health education and
healthy life modification strategies will be covered during
PHC clerkship rotation.
4. 4
Duration & Place:
• This course is a 6 weeks course, one day per week for
each student, designed to be given to 4th year medical
students.
• The training will be held in Primary Health Care
centers where each student will be attached with a
Family Physician in a group of 2, either on Mondays,
Tuesdays or Wednesdays from 8:00 a.m. till 11:00 noon.
• Each family physician will provide training for a group
of students (2 student per group) for 3 days per week
for a total of 6 weeks.
• The course will start during Unit IX of the PBL which
commences in the months of March 2011 and ends by
April 2011.
5. 5
Outcome:
• This course aims to prepare the students for
the clerkship period where they will apply all
the clinical skills they have learned in this
module to help them in their hospital and
health centers attachments.
6. 6
Training and Teaching Methodology:
• The 6 weeks clinical course at P.H.C. centers will utilize
the following learning methodologies:
• Discussion on the basic principles of the consultation
skills.
• Observation of the experienced Family Physicians in
applying the skills needed for history taking, physical
examination, and management skills.
• Independent history taking.
• Performing physical examination.
• Using consultation and office equipment.
• Performing office procedures with selected and randomized
patients based on session objectives.
• Tutorials and discussion on the given tasks.
• Communication skills feedback sessions.
• Role plays on various tasks when needed.
7. 7
Learning Objectives:
• By the end of this 6 weeks of this course, the students
should be able to:
• Demonstrate effective history taking skills.
• Demonstrate skills of performing physical examination.
• Show the proper use of office medical equipments.
• Perform common office procedures.
• Know how to use Problem Oriented Medical Records.
• Identify and practice various consultation tasks and skills.
• Recognize his/her communication style and apply it in the
consultation.
• Recognize the importance of Doctor-patient relationship.
• Use hypothetico-deductive method of clinical reasoning.
• Understand and discuss the presentation of
undifferentiated problems.
• View the presentation of health problems in a holistic way.
• Communicate effectively with patients in the community
setting.
8. 8
Session 1: Theme: Setting the stage.
• This will include discussion and observation on the
following tasks:
• Introduction to consultation structures and skills.
• Understanding the importance of different that are
needed for various situations.
• Introduction to various medical equipments that are
used in the consultation room.
• Reviewing communication skills needed for a
successful consultation.
• Skills needed to open an interview and establish initial
relationship.
• Introduction to Problem Oriented Medical Records
(POMR)
9. 9
Session 2: Theme: Opening an interview & initiating
a consultation.
• This will include discussion and observation on the
following tasks:
• Structuring the consultation in terms of objectives:
• Structure: Where am I and what do I want to achieve in
this consultation?
• Skills: How do I achieve my objectives?
• Behaviors: How can I incorporate these skills into my
personality?
• Establishing initial rapport and identifying the reasons
for patient’s attendance.
• Gathering information: Exploring patient’s problems and
understanding patient’s perspective (fears, concerns,
worries and expectations).
• Building relationship: Using appropriate non-verbal
behaviour, developing rapport and demonstrating
empathy.
10. 10
Session 3: Theme: Skills of history taking (Gathering
information).
• Students will be required to demonstrate the following skills:
• Patient’s narrative: encourages patient to tell the story of the
problem(s) from when first started to the present in own
words. Question style: uses open-ended and closed questions,
moves appropriately from open to closed. Listening: listens
attentively, allowing the patient to complete statements
without interruption; leaves space for patient to think before
answering. Facilitative response: facilitates patient's responses
verbally and non–verbally e.g. use of encouragement, silence,
repetition, paraphrasing, etc. Cues: picks up verbal and non–
verbal cues (body language, speech, facial expression, affect);
checks them out and acknowledges as
appropriate. Clarification: clarifies statements which are
vague. Summary: periodically summarizes to check own
understanding of what the patient has said; allows patient an
opportunity to correct interpretation. Appropriate use of
language: uses concise, easily understood language.
11. 11
Session 4: Theme: Skills of performing physical
examination & appropriate use of consultation medical
equipments.
• Students will learn and practice the following skills:
• Opening an interview and gathering information.
• Performing focused physical examination. This will
include assessing vital signs and doing relevant physical
examination based on patient’s complaints.
• Introducing screening examination based on patient’s
gender and age.
• Using consultation equipments for the followings:
• Measuring blood pressure
• Performing fundoscopic examination
• Conducting ear examination
• Measuring height and weight and calculating BMI.
12. 12
Session 5: Theme: Making Diagnosis and Planning
Explanation
• This will include further exploration of the disease and illness
framework.
• Balance between open ended and closed questions: asks
appropriate questions to explore facts of the history that have
not emerged from the patient’s problem. Symptom analysis:
site, radiation, character, severity, duration, frequency,
aggravating factors, relieving factors and associated
phenomena. Ideas and concerns: determines patient's ideas,
believes, concerns and worries regarding each problem. Effects:
determines the effects on the patient’s life of each
problem. Expectations: determines what help the patient had
expected regarding each problem. Feelings and thoughts:
encourages the expression of the patient’s feelings. Apply
hypothetico-deductive approach to reach probable diagnoses.
• Provide the correct amount and type of information to the
patient.
• Aid accurate recall and understanding of the problem for which
the patient has come to-day and arranging follow-up.
13. 13
Session 6: Theme: Skills of closing the session &
writing medical record.
• This will include:
• Confirming the established plan of care.
• Clarifying next steps for both doctor and the patient.
• Making efficient use of time in the consultation.
• Continuing to allow the patient to feel part of a
collaborative process and to build the doctor-patient
relationship for the future.
• Encouraging an environment that maximizes accurate
and efficient initiation of the consultation, information
gathering and explanation and planning.
• Involving the patient in the process of the consultation
so that he/she understands what is happening and
eventually develop self reliance.
• Writing medical history by using SOAP system.
14. 14
Assessment
• Assessment will be done through the following
means:
• Assessment of student’s attendance, punctuality,
attitude, appearance, and relationships with staff
and patients. (Form A) (50%)
• Demonstrating the learned skills on real patients.
(Form B) (50%)
15. 15
Form A
Ongoing Activities Assessment
Student Name:________________________ I.D. No. _______________
Evaluator:___________________________ Date: __________________
Evaluating Parameters
1 - 2 3 4 - 5
1. Attendance
2. Punctuality
3. Demonstrating respect to the tutor and
peers
4. Active participation in the group activities
5. Seeking feedback from the tutor
6. Dressing professionally
7. Maintaining professional relations with
patients
8. Showing interest towards learning
9. Fulfilling assignments
10. Overall performance
Please use the following scale Poor Good V. Good
16. 16
Form B
Ongoing Activities Assessment
Student Name:________________________ I.D. No. _______________
Evaluator:___________________________ Date: __________________
Patient's Problem/s Weak
< 5
Average
5 - 6
Good
7
V. Good
8 - 9
Excellent
> 9
1- Defines patient’s specific
reason for consultation.
2- Defines specific nature of the
problem/s through appropriate
information gathering.
3- Explores patient’s ideas,
expectations, fears, feelings,
and impacts on life.
4- Conducts physical exam that
is appropriate, relevant, and
carried in a sensitive manner.
5- Establishes diagnoses,
considering physical, social
and psychological dimensions.
6- Formulates management plan appropriate to
the findings and patient's circumstances.
7- Considers other problems &
health issues including
preventive measures.
8- Shares management decision
with the patient, & provide
proper explanation / education
9- Shows appropriate/ required
communication skills that
include empathy and caring
10- Completes medical record
using the system in a
logical, and coherent fashion.
17. 17
Arabian Gulf University
College of Medicine & Medical Sciences
Tutor Evaluation Form (Primary Health Care Clinical Training)
To be completed by each student
Student’s name: _________________________ I. D. No: _______________ Date: ___________
Tutor name: ______________________________ Place of work: ___________________
Use the following scale: 1 = Poor 2 = Average 3 = Good 4 = Very good 5 = Excellent
To what extent was your Tutor helpful in completing the programme tasks, by preparing you for the
Task and following up on experience? (Tick One)
1.Demonstrating effective history taking skills. 1 2 3 4 5
2.Demonstrating skills of performing physical examination. 1 2 3 4 5
3.Showing the proper use of office medical equipments. 1 2 3 4 5
4.Performing common office and diagnostic procedures. 1 2 3 4 5
5.Properly using Problem Oriented Medical Records. 1 2 3 4 5
6.Practicing various consultation styles based on clinical situations. 1 2 3 4 5
7.Applying different communication style in the consultation. 1 2 3 4 5
8.Emphasizing the importance of Doctor-patient relationship. 1 2 3 4 5
9.Using hypothetico-deductive method of clinical reasoning. 1 2 3 4 5
10.Discussing the presentation of undifferentiated problems. 1 2 3 4 5
11.Viewing the presentation of health problems in a holistic way. 1 2 3 4 5
12.Summarizing and arranging proper follow-ups. 1 2 3 4 5
13.Showing enthusiasm about the course. 1 2 3 4 5
14.Adopting challenging, supportive and constructive behavior. 1 2 3 4 5
Comments & Recommendations: __________________________________________________