School of Medicine - University of Liverpool · rewrite their clerking. (G) Good A well written...

Name:

Student ID: Group:

Contact Number:

School of Medicine

Year 3 Clinical

Logbook 2012/2013

(If found please return to School of Medicine, University of Liverpool,

Cedar House, Ashton Street, Liverpool L69 3GE)

2 Student ID

Contents

Brain and Mind 7 Disability 15 Therapeutics 26 Sexual Health 31 O&G 33 Paediatrics 41

Clerking deadlines Students must log the following on to SPIDER by the end of each respective rotation: Rotation Cases KCEs

Brain & Mind 6 (2 neurology cases, 4 psychiatry cases)

2 (1 Neurology, 1 Psychiatry)

Disability 10 (includes 8 ‘hot seat’ cases) 1

Obstetrics & Gynaecology 7 18

Paediatrics 9 9

Therapeutics and Sexual Health 0 2

Therapeutics and Sexual Health: students must attend the clinical pharmacy sessions and the 2 sexual and reproductive health workshops – there are no cases to log.

TO BE ALLOWED TO SIT THE SUMMATIVE ASSESSMENTS YOU MUST HAVE ALL 32 CASES LOGGED ON SPIDER BY 4pm on 28th June 2013. As part of their professional commitment students are required to record and log in spider all attended KCEs and given feedback. It is expected that a minimum of 90% (29 KCEs) will be logged by 4pm on 28th June and will be checked as part of the progression review. The number of clerkings and KCEs logged on SPIDER will be monitored at the end of each rotation. Students who have not recorded the indicative minimum number of for each rotation may be asked to provide an explanation of this to the year director. Continued noncompliance will be considered a “fitness to practise” issue. It will not be possible to schedule missed KCEs later in the year If this book is lost please inform the year clerical officer immediately to arrange collection of a new book. Periodic photocopies should be kept of completed sections of this book in case of loss. Please ensure that the student ID number is completed on any pages prior to photocopying.

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Student Instructions Introduction This book provides a summary of what a student is required to do during clinical placements and when completed, provides evidence that a student has satisfactorily fulfilled these requirements. It has two components: this book and the electronic clinical log (available through SPIDER). It is the student’s responsibility to ensure the completion of this book and to log the entries onto SPIDER as they are signed off.

Falsification of Signatures The School of Medicine considers falsification of signatures to be an unprofessional act of forgery. Any suspicion of falsification of signatures within the logbooks will therefore be investigated and may be considered a fitness to practise issue. The GMC also takes falsification of signatures very seriously such that, if forgery is proven, registration with the GMC may be forfeit. If you are experiencing difficulty in obtaining the signatures you need to comply with the deadlines for interim and final log book completion e.g. for clerking and KCE logging, please discuss the issue with the educational co-ordinator, or their equivalent, at your clinical placement, and also raise any support needs with your academic advisor or educational supervisor as appropriate. The School of Medicine will always listen to cases of genuine difficulty which are supported by evidence.

Patient Clerking Each clerking must be neatly written or typed up, reviewed by a clinical teacher and signed off as at least ‘acceptable’ in this book, AND a summary logged electronically on SPIDER. Please note: Students will not be permitted to sit summative exams if they have not completed the clerkings. Students will need to clerk all cases required by rotation during the placement. It will not be possible to clerk rotationally specific cases after the rotation has ended.

A full clerking involves not only taking a satisfactory and relevant history but also examining the patient, reviewing and recording the relevant investigations, listing the differential diagnoses and identifying the most likely cause, outlining a management plan, summarising the case and outlining the pathophysiology. Feedback on clerking will be given using the scale:

(A) Acceptable) Patient clerking written to a level appropriate for a year 3 medical student.

If the student does not reach this standard they are required to revise or rewrite their clerking.

(G) Good A well written patient clerking, not requiring any revision

(E) Excellent Patient clerking well above standard and approaching the standard of an F1 doctor.

Please note: The baby check KCE in Paediatrics may also be completed on the Obstetrics and Gynaecology rotation. The IM/SC injection practical skill in the Disability rotation may also be completed in Paediatrics or Obstetrics and Gynaecology

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Patient Clerking Presentations A small number of patient clerkings need to be verbally presented in each rotation. Again these must be signed off in this booklet but do not have to be logged onto Spider. Verbally presented patient clerkings do not have to be the clerkings you have written up, but we would expect they usually would be.

Academic Advisors All students on programmes at the University of Liverpool are allocated an Academic Advisor (AA) who is responsible for providing appropriate support in-year to help students to fulfil their academic potential. For students on the MBChB programme, the AA will be the person best placed to fulfil this role, and will change each year. You will be told who your AA is at the start of each academic year. The schedule of routine meetings will vary with year group but in general, your AA will discuss your academic performance, and provide advice on how it can be improved. Your AA is the first port of call if you are having problems with your academic studies, and may also be able to suggest where else you can obtain help, if you are experiencing difficulties with any other aspect of University life.

Pastoral Support In addition to the generic pastoral support services offered by the University (see inside rear cover), available to all students, students on the MBChB programme can also access more targeted/specialist help and support for non-academic issues via the Student Support Administrator (see inside rear cover). Members of the Medical School’s Student Support team can provide both advice on School level procedures and assist with signposting to central and specialised support services as appropriate.

Key Clinical Experiences Students MUST complete and log 90% KCEs for each rotation within one week of completing each rotation. Students are expected to record their attendance and involvement (as determined by the clinical teacher) in key clinical experiences, and ask the clinician to sign and date the entry. Participation in clinical experiences not listed should also be recorded in the clinical logbook on the page provided. These must then be logged on SPIDER as described on page 2. The scale OGCU will be used:

(O) Outstanding Evidence of preparation for session, fully involved, asks sensible questions

(G) Good Involved in session but not obviously prepared for session

(C) Cause for concern Attends but not properly involved. No preparation

(U) Unacceptable Uninterested in session, does not become involved, no preparation

Feedback On completion of Disability, Obstetrics & Gynaecology and Paediatrics rotations, students must ensure that their lead consultant / GP / CCT or a nominated senior clinician complete the end of placement feedback form in this book.

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Preparatory Knowledge Tasks To find the PKT programme, log into VITAL and on the left hand navigation in your year VITAL course module there is a link to PKT. PKTs have been introduced to the clinical course to help you link your academic knowledge to the clinical programme. Please complete the 2 tasks relevant to each clinical event and discuss between your selves and the clinical teacher. At this stage not all clinical teachers will be aware of this project, so please do not be reticent, encourage the clinical teacher to be involved if time allows. These are formative and as such you will not be examined directly on the PKT itself, however as these are all derived from learning objectives in the course the subject matter may be included in exams. They will also be very good revision material. If you would like to join the superuser group for the PKTs and take part in improving the PKTs and help develop the project further please contact Rachel Blanchard ([email protected]). If you have general comments please contact Rachel Blanchard ([email protected])

OSCE Errors In your logbooks, you will find pages 49-50 of this book set aside for OSCE errors. The university clinical skills team will inform you individually if you have an OSCE error to complete from the previous year’s OSCE. If you do not have a remedial OSCE to undertake, indicate this on the form and sign it. The remedial OSCE pages will be scrutinised at progression review and it will be taken very seriously, as an issue of professional conduct, if what is written in the logbooks does not match our records.

Chaperoning You MUST never examine a patient if you are not chaperoned. This applies to ALL branches of medical practice. You are advised to always see a patient with a student colleague. Occasionally a fellow student will not be present, in which situation you must be chaperoned by a nurse or other member of the clinical team. When you write up the clerking, it is permissible for each student to use the same patient. However you must write up the case from your notes independently.

Intimate Examinations under Anaesthesia Medical students are NOT PERMITTED TO UNDERTAKE ANY INTIMATE EXAMINATIONS WHILST A PATIENT IS ANAESTHETISED. Properly supervised and with full informed consent, intimate examinations on patients who are awake can be undertaken. It is your professional responsibility to respect the patient’s wishes, do not feel pressurised to undertake such an examination if you feel it is inappropriate.

Absence Log All absences from MUST be recorded with the reason for the absence by the student in the absence log on page 52.

mailto:[email protected]


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Vaccination for Medical Students GMC tomorrows Doctors 2009 (paragraph 140) states “Students should protect patients, colleagues and themselves by being immunised against serious communicable diseases where vaccines are available”. It is therefore your responsibility to ensure that you are vaccinated against seasonal flu and swine flu in conjunction with clinical placements. The vaccination is however not compulsory and there may be good reasons for you not to receive it; for example severe allergy to eggs or previous flu vaccine. (http://www.cdc.gov/flu/protect/keyfacts.htm). Please ensure you have received seasonal and swine flu vaccination when it becomes available from your GP. If this is not possible, please discuss with your local subdean team. Vaccine given by:

Signed:

Date:

GMC Guidance Tomorrow’s Doctors: http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors_2009.asp

Professional Values and Fitness to Practise: http://www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

Disability To be completed by the student:

I have declared a disability and/or dyslexia to the Medical School

Yes / No

I confirm that my disability/dyslexia is the same as when I was last assessed by the Disability Support Team (DST)...

Yes / No

Date of last assessment by DST (mm/yy)

Signed:

Date:

Statement of understanding: Confidentiality and use of social media

http://www.liv.ac.uk/medicine/curriculum-map/links/

I confirm I have read the documents relating to Caldicott, confidentiality and using social media.

Name in capitals_________________________ Student number _________________

Signed ________________________________ Date __________________

http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors_2009.asp

http://www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

http://www.liv.ac.uk/medicine/curriculum-map/links/

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Brain and Mind Student responsibility Students MUST enter each clerking, KCE and practical skill into SPIDER.

Neurology: PBL – a neurologist’s day Students will attend these sessions and ask their facilitator to sign and comment on the PBL at the end of each scenario Clinical lectures Students are expected to attend these sessions. There are 2 quizzes and 20 tutorials. Students should date and note the presenter (tutor) for each clinical lecture and rate it, on a scale of 1-5, as to whether it improved their understanding and knowledge of the clinical subject presented. Patient clerkings Students will have the opportunity to write up at least 2 neurology patient clerkings. A full clerking involves a full history, examination and review of relevant investigations. Students should submit one written patient clerking to a neurologist for constructive criticism/feedback and signing off. Clinical Skills All students will receive 2 x 3 hour consultant-led clinical skills sessions. The consultant demonstrates each clinical skill and students get opportunity to practise the skill, in an OSCE format, while being observed by the consultants. The skills include assessment of cognition, language function, vision, cranial nerves V and VII-XII, motor system, sensory system and coordination. Case-based discussions Students will receive 2 specialist registrar led case-based discussions covering 3 topics. Students should date, and note the presenter (tutor), for each of these and rate it, on a scale of 1-5 (1=of little use, 5=very useful), as to whether it improved their knowledge and understanding Key clinical experiences (KCEs). Neurology: After the Neurophysiology session is completed students should ask clinical teacher

taking the session to record their involvement using the OGCU

feedback score





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Psychiatry: PBL sessions – assessment of risk. Please date and sign at the end of each PBL scenario and comment on the student’s performance in PBL. Clinical lectures Students are expected to attend these sessions. There are 11 psychiatry lectures. Students should date, and note the presenter (tutor), for each clinical lecture and rate it, on a scale of 1-5, as to whether it improved their understanding and knowledge of the clinical subject presented. Patient clerkings Students will have the opportunity to write up 4 psychiatry patient clerkings. A full clerking involves taking a full history and examination, reviewing and recording relevant investigations, making a diagnosis with differential and forming a management plan. Students must submit all 4 clerkings for review. Students will also be expected to verbally present 1 patient clerking to a psychiatry consultant or SpR. Students will be asked to examine the patient under observation. Key clinical experiences (KCEs). Students are expected to attend the child psychiatry session. After clinic completed they should ask

clinical teacher taking the session to record their involvement using the OGCU

feedback score





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Directions for Clinical Teachers Patient clerkings- Neurology: You will be allocated groups of 5 or 6 students. Ask them to clerk patients in pairs and give them sufficient time to do so. Then conduct a teaching round in which one member of each pair presents this clerking. This should include salient history and directed examination. Student performance should be signed off in the relevant part of the paper logbook using the A-G-E system. Please ensure that the student has completed their student ID at the foot of the page prior to signing. Most students will score A – acceptable, you can ask the student to present again until you are satisfied with it. This will require another meeting at a mutually convenient time. If a time cannot be identified this responsibility can be delegated to a SpR.

Psychiatry: Please ensure that the allocated clerkings are seen and that at least one history is presented and includes the salient features. Please give feedback using the A-G-E score

Written clerking review It is essential that students learn how to construct good clerkings and to formulate their findings in a coherent manner. You will be given written cases to review. This can be done while the students are clerking other patients. Please grade these using the A-G-E system and provide brief constructive criticism. If it is unacceptable, ask the student to re-submit, they can only achieve an A if resubmitting.

A (Acceptable) Case history written to a level appropriate for a Y3 medical student. Students may be required to revise or rewrite their history to reach this standard

G (Good) A well written case history, not requiring any revision

E (Excellent) Case history well above standard, and approaching the standard of an F1 doctor

Key clinical experiences:

Please assess the involvement of the student in the session using the OGCU

feedback score





PBL Please date and sign at the end of each PBL scenario and comment on the student’s participation, communication and preparation in PBL

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NEUROLOGY – Tutorials To be completed by the student

IT IS REQUIRED THAT STUDENTS ATTEND ALL THESE SESSIONS AND LOG ON SPIDER

Please indicate how useful the session was in terms of improving knowledge and understanding 1 = of little use, 5 = very useful

Date Rating 1-5

Tutor

Quiz 1 – What do you already know? Dr D Smith

Neuroanatomy Mr D Lawson

Neurophysiology Dr R Manohar

Examination 1 – Cognitive function Dr A Larner

Examination 2 – Cranial nerves Dr A Larner

Examination 3 – Motor and sensory Dr D Smith

Medically unexplained symptoms Dr K O’Driscoll

Neurological clerking Dr D Smith

Localizing the lesion Professor C Young

Seizures & epilepsy (with video) Dr D Smith

History of convulsions Dr D Smith

Acute confusion Dr R Davies

Gradual cognitive decline Dr M Doran

Transient neurological deficits TBC

Vertigo/dizziness TBC

Visual failure TBC

Headache Dr N Silver

Facial pain Dr R Chawla

Tremor Dr S Alusi

Going off legs 1 Dr A Krishnan

Going off legs 2 Dr D Smith

Quiz 2 – What have you learnt? Dr D Smith

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NEUROLOGY PBL: A Neurologist’s Day

Date Signature

of PBL facilitator

Name (block capitals)

of PBL facilitator

Session 1

Session 2

Tutor Comment:

NEUROLOGY – Case Studies

Date

A-G

-E*

Signature Name

(Block capitals)

Patient Clerking

3c.NE1 Written

3c.NE2 Verbal

*A (Acceptable) Case history written to a level appropriate for a Y3 medical student. Students may be required to revise or rewrite their history to reach this standard



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NEUROLOGY - Case Based Discussion

To be completed by the student

Please indicate how useful the session was in terms of improving skills and knowledge 1 = of little use, 5 = very useful

Date

Rat

ing

1-5

Clinical teacher’s name

Acute severe headache

Coma

Status Epilepticus

NEUROLOGY - Key Clinical Experiences

Date

OG

CU

Signature Name

(Block capitals)

3k.NE1 Neurophysiology Session





KCEs must be logged on SPIDER

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Psychiatry PBL – Assessment of Risk

Date Signature

of PBL facilitator


of PBL facilitator

Session 1

Session 2

Tutor Comment:

Participation: Communication: Preparation

PSYCHIATRY– Clinical Lectures To be completed by the student

IT IS REQUIRED THAT STUDENTS ATTEND ALL THESE SESSIONS AND LOG ON SPIDER

Date Rating

1-5 Tutor

Anxiety Professor Green

Child psychiatry TBA

Cognitive examination and related disorders in elderly

TBA

Eating disorders Dr Glover

ECT Dr Barnes

Introduction and Mental State Examination Dr Chatfield

Learning disabilities TBA

Mood disorders Dr Vovnik

Psychopathology and risk Dr Nathan

Psychotic disorders Dr Brown

Somatisation and social context Dr Malik & Dr Prashanti

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PSYCHIATRY – Written up Patient Clerkings

Date

A-G

-E*

Signature Name

(Block capitals)

3c.PS1 Cognitive problem

3c.PS2 History of deliberate self harm (risk assessment)

3c.PS3 Mood disorder

3c.PS4 Psychotic disorder

Verbal Presentations to a Consultant

Patient Clerking Date

A-G

-E*

Signature Name

(block capitals)

PSYCHIATRY - Key Clinical Experience

Date

OG

CU

Signature Name

(Block capitals)

3k.PS1 Child Psychiatry








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Disability Rotation

Student Responsibility Student Attendance for all parts of the course is compulsory. Students who are unable to attend any session should contact the relevant placement as soon as they are aware they will be unable to attend as a matter of professional courtesy. Students should subsequently complete the appropriate absence form and return it to the School Office

Students are expected to fully write up and present the 2 disability cases (physical and communication) to their University Community Clinical Teacher (UCCT) on which they will receive immediate feedback. These clerkings must be logged on to Spider. Students must also present another clinical case to their GP Tutor, on which they will also receive feedback. The GP Tutor will give constructive feedback on the Hot Seat Cases at the time they are seen and in addition at the end of the rotation will give the student written feedback in their logbook on their overall performance and areas for improvement. Students should subsequently enter a summary and reflection on Spider but do not need to fully write up their hot seat cases on the case proforma. For each of the KCEs (attendance at a centre for the visually impaired and at another disability centre), students should ask an appropriate person (staff or client) at the centre to sign their logbook with further comments as appropriate. For their Longitudinal Learning Disability Case students should ask an appropriate person (contact or carer) to sign and date their logbook on each occasion that they meet with the person. This must be a minimum of 2 occasions, at least one of which should be outside the GP practice At the end of the rotation, following their group presentations (which must involve all students in the group) each student will meet individually with their UCCT to receive overall feedback on their performance in the block and direction regarding any suggested areas for improvement.

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PBL – Physical and Communication Disability

Students should complete the attendance table below

Scenario 1

Date Attended

Scenario 2

Date Attended

Scenario 3

Date Attended

Session 1

Session 1

Session 1

Session 2

Session 2

Session 2

Session 3

Session 3

Session 3

Patient Case Presentations

Constructive verbal feedback will be given to you by your UCCT immediately following the presentation. In addition your UCCT will complete the table below with a grade and any further relevant comments. If the presentation is not of a sufficient standard to be scored A (acceptable) you will be asked to repeat the exercise.

UCCT A – G – E and

Comments

3c.DI1 Communication disability case

3c.DI2 Physical disability case

A (Acceptable) Case history and presentation written to a level appropriate for a Y3 medical student.

G (Good) A thorough case history with examination, well presented, not requiring any revision

E (Excellent) Case history and presentation well above standard, and approaching the standard of an F1 doctor

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Hot Seat Cases

GP Tutor – please give the student written feedback on their Hot Seat Cases. Helpful feedback for the student should include specific comments

on good performance and advice on areas for improvement, as well as commenting on their progression over the 5 visits to your practice.

Hot Seat Cases – 3c.DI3

Presenting Complaint Date GP Tutor Feedback

1

2

3

4

5

6

7

8

The above data must be logged on SPIDER

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Case Presentation

GP Tutor – please use the following table to give formative feedback on a single case presentation. Areas to consider include verbal presentation skills, completeness of History, appropriate examination of the patient and to what extent the student has considered differential diagnoses, appropriate investigations and management options.

GP Tutor and Date Feedback

Key Clinical Experiences

Centre Representative - please sign to confirm the student’s attendance and add any comments/feedback for the student that you feel are appropriate. You may like to comment on their preparation for and involvement in the session, their interaction with your service providers and users, their professionalism (including punctuality) and communication skills

Disability Centre Placement 1

Name of Centre Attended:

Date Name, Signature and Role Comments (if any)

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Disability Centre Placement 2

Name of Centre Attended:


Longitudinal Learning Disability Contact Contact or Carer - please complete an entry below for each time our student meets with you, along with any feedback you have regarding the students interaction, professionalism and communication skills.


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Learning Disability Tutorial

Facilitator – please complete your assessment of the student’s involvement in the session, along with any other feedback for the

student

Date

attended Name and Signature of Tutor

Comments (if any)

Practical skills

GP/PHCT member to complete

Date

A-G

-E*

Signature Name

(Block capitals)

3p.DI1 IM/SC injection

A (Acceptable) An Examination / practical skill performed to a level appropriate for a Y3 medical student. Students may be required to revise or retry their examination / practical skill to reach this standard

G (Good) A good examination / practical skill not requiring any revision

E (Excellent) An examination / practical skill well above standard, and approaching the standard of an F1 doctor

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Communication Skills Related to Disability

Communication for Clinical Practice

Date and Tutor Signature Feedback/comments (as appropriate)

Session 1

Session 2

Deaf Awareness - MSDP


Stroke Association Workshop


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Feedback Form – End of Clinical Programme

GP Tutor - Please make time during the students last day at your practice to give them feedback about their overall performance over the course of their

placement with you.

Clinical Participation Tick as appropriate

Feedback and suggestions for personal development

Outstanding Always participates without prompting. Well prepared for session(s)

Good Usually participates without prompting. Prepared for majority of programme

Cause for Concern Needs prompting to participate; expects to be taught

Unacceptable Reluctant to become involved, disruptive, no evidence of preparation

Attendance, Punctuality and Appearance

Tick as appropriate


Outstanding 100% attendance, always punctual

Good Usually attends and punctual

Cause for Concern Usually attends, sometimes punctual. Shows no sign of concern if late

Unacceptable Rarely punctual or unacceptable attendance

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Signed (GP )

Name & Practice

Date

Signed (student)

Involvement with Patients Tick as Appropriate


Outstanding Proactively discusses patient with PCHT members and reports back relevant information

Good Seeks interactions with patients and reports back with prompting

Cause for Concern Attends clinics but doesn’t seek interactions or report back to PCHT member

Unacceptable Poor interaction with patients and PHCT despite prompting

Involvement with Staff Tick as Appropriate


Outstanding Proactively seeks advice from PCHT, polite and respectful of team members

Good Sometime seeks advice from PCHT member but does not relate to PCHT member on regular basis

Cause for Concern Will often not seek advice or information from PCHT

Unacceptable Disregards advice from PCHT and will be dismissive of advice

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End of Block Disability Presentation

Attendance and Involvement in group Disability Presentation

UCCT signature

Key Outcomes from 1 to 1 Feedback Session with UCCT

UCCT Student Please ask the students if they are having any problems of an academic, personal or health nature and encourage them to seek support. Be aware of student support services for:

Personal issues; Senior Tutor Rev. Dr David Taylor,

([email protected]; 01517944787 or 07803963899)

Academic issues; Academic Sub Dean Dr Lyn Williams

([email protected]; or [email protected]; 01517948756)

Disability issues; Dr Fiona Watson

([email protected]; 01517954370)

If there are issues of concern please ensure that the 3rd year directors c/o Christine Tierney ([email protected]; 01517954368) at the School of Medical Education are kept informed. Yellow concern forms may be used






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DIVERSITY COURSE FEEDBACK SHEET

Students should firmly attach their feedback form, completed and signed by their Diversity Course Facilitator, sideways and folded into the space below.

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Therapeutics

Student responsibility PBL sessions – Drugs and Therapeutics. Students will attend these sessions and ask the facilitator to sign and comment on their performance in these sessions. Pharmacy sessions: As a part of the Therapeutics rotation, students will attend clinical pharmacology sessions on Thursdays at either Aintree or the Royal. Students are expected to record their experiences and reflect on them. Students are expected to attend all clinical teaching sessions agreed by the hospital pharmacy team. At the end of each session students should remember to ask the pharmacist to assess their involvement and sign off their attendance (unsigned forms will be registered as not attended). Group presentation: Students will also work through six medicine management scenarios in small groups. The scenarios will be given to students by the Subdean’s team. Students will be required to work through the scenarios and complete the tasks for each scenario. At the end of the 6 week rotation, there will be a plenary where groups will be asked to present a scenario to the rest of the rotation – the presented scenario will be randomly selected. The group presentation will be assessed by the pharmacist and clinician present.

Therapeutics lectures: Students should date and note the presenter (tutor) for each clinical teaching session and rate it themselves, on a scale of 1-5, as to whether it improved understanding and knowledge of the clinical subject presented. If any lectures are delivered by video through VITAL, students should use the same method to rate them and enter the date the session was viewed on VITAL.

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Therapeutics PBL – Drugs and Therapeutics

Scenario 1

Date Signature

of PBL facilitator


of PBL facilitator

Tutor Comment:


Scenario 2

Date Signature

of PBL facilitator


of PBL facilitator

Tutor Comment:


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Pharmacy Sessions

Topic Date

OG

CU

Signature Pharmacist

Name (Block capitals)

3k.PH1 Ward work

3k.PH2 Ward work

Group Presentation

Scenario presented Date

Reflection:

(O) Outstanding Evidence of preparation for session, fully involved, asks sensible

questions




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Therapeutics Lectures

To be completed by the student Please indicate how useful each session was in terms of improving understanding and knowledge 1 = of little use, 5 = very useful

Date

Rating

1-5 Tutor

Adverse drug reactions

An introduction to asthma and chronic bronchitis

Cardiac arrest

Common endocrine and metabolic diseases (part 1)

Common endocrine and metabolic diseases (part 2)

Drug overdose

Essential features of antithrombotics, anticoagulants & thrombolytic drugs

Essential features of drugs for psychosis and depression

Heart failure

How to take drugs (Adherence)

Management of heart failure

Managing airways obstruction

Managing systemic sepsis: essential features of antibiotics

Oral contraception

Parkinson’s Disease & other movement disorders

Psychosis and depression

Systemic sepsis

Ten ways to kill a patient (NPSA ‘Never Events’)

Venous thrombosis

These data should be logged on SPIDER

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Infectious diseases

To be completed by the student Please indicate how useful each session was in terms of improving understanding and knowledge 1 = of little use, 5 = very useful

Date

Rating

1-5 Tutor

Introduction to Module and Scenarios

Aine Mcmanus

“We’re all pharmacologists don’t you know!”

Richard Fitzgerald

Introduction to infectious diseases, investigating a febrile patient and healthcare associated infections

Dr Emmanuel Nsutebu

Antibiotics Dr Alastair Miller

Blood-borne viruses Dr Mas Chaponda

Fever syndromes Dr Beeching/Dr Cottle

Infection in a returning traveller Dr Mike Beadsworth

These data should be logged on SPIDER

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Sexual and Reproductive health During this rotation students will attend a sexual and reproductive health workshop where they will go through the basics of undertaking a sexual history and a reproductive history. Students will be given six scenarios to work through in small groups and describe what actions they think best. At the end of the rotation, there will be a plenary session where groups will be asked to present one (randomly selected) scenario to the rest of the groups. The group presentation will be assessed by the S&RH tutors present. Students should familiarise themselves with the Learning Materials, which can be found on VITAL before attending their first S & RH session. They will be expected to be able to discuss some scenarios. The scenarios can be found on VITAL. PBL sessions – Young Love. Students will attend these sessions and ask the facilitator to sign and comment on their performance in these sessions.

S&RH PBL – Young Love

Date Signature

of PBL facilitator


of PBL facilitator

Session 1

Session 2

Tutor Comment:


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S&RH clinical lectures

To be completed by the student Please indicate how useful the session was in terms of improving skills and knowledge 1 = of little use, 5 = very useful

Date Rating 1-5

Tutor

1 2

Group presentation Scenario

presented Date

Assessment A-G-E*

Signature Assessor

(Block capitals)

A (Acceptable) A group presentation to a level appropriate for a Y3 medical student. Students may be required to revise their presentation to reach this standard

G (Good) A good group presentation, not requiring any revision

E (Excellent) A group presentation well above standard, and approaching the standard of an F1 doctor

33 Student ID

Obstetrics and Gynaecology

Student Responsibility PBL Sessions – Reproductive problems. Students will attend these sessions and ask the facilitator to sign and comment on their performance in these sessions. Patient Clerkings: Students must write up all 7 patient clerkings, type them up on the proforma and get them reviewed, rated (A-G-E) and signed off in the logbook. Students will also verbally present 2 patient clerkings (which may or may not be those that have been written up). Students are expected to be signed off as at least competent (‘A’) by a clinical teacher (usually a consultant, general practitioner or specialty registrar (SpR)) for all the required written clerkings as well as the physical examinations and practical skills. Students also need to record attendance and involvement in the key clinical experiences. Clinical Lectures: Students are expected to attend these lectures. They should date and note the presenter (tutor) for each clinical lecture and rate it, on a scale of 1-5, as to whether it improved understanding and knowledge of the clinical subject presented. Key Clinical Experiences and Practical Skills: For the key clinical experiences and practical skills, students should find the correct entry, date it and then ask the clinical teacher to assess their involvement and sign the entry.

34 Student ID

Directions for Clinical Teachers Patient Clerkings: It is expected that each student will complete the histories and examinations listed using the provided proforma and show this to a clinical teacher (consultant, general practitioner or registrar). Students will write up all 7 clerkings and have the typed up case reviewed, rated (A-G-E*) and signed off in the logbook. They will also verbally present 2 patient clerkings (which may or may not be those that have been written up). When you are satisfied that the case has been written up to a competent standard, please grade these using the A-G-E* system and provide brief constructive criticism. If is not acceptable, the student will need to rewrite the case and present it at another time

Key Clinical Experiences and Practical Skills: please assess the student in the

session using the OGCU feedback score.

Clinical Examination: 2 examinations are detailed in this clinical logbook – a pregnant abdomen and a newborn child. When you have observed an “A” acceptable examination, please sign the logbook. Again only score G-E if outstanding. Placement Feedback. Please would you complete the placement feedback using the proforma on page 40.

PBL Please date and sign at the end of each PBL scenario and comment on the student’s participation, communication and preparation in PBL





questions




35 Student ID

O&G PBL – Reproductive Problems

Date Signature

of PBL facilitator


of PBL facilitator

Session 1

Session 2

Tutor Comment:


Clinical Lectures


IT IS REQUIRED THAT STUDENTS ATTEND ALL SESSIONS Students should indicate how useful they felt the session was in terms of improving skills and knowledge 1 = of little use, 5 = very useful

Date

Rating 1-5

Tutor

Breastfeeding

Early pregnancy problems

Gynaecological oncology

History taking in O&G

Menstrual problems

Normal/abnormal labour

Pregnancy problems

Reproductive medicine

Urinary incontinence

36 Student ID

Patient Clerkings

Date

Ass

ess

me

nt

A-G

-E*

Signature Name

(Block Capitals)

Obstetrics

3c.OG1 Abdominal pain in pregnancy

3c.OG2 Bleeding in pregnancy

3c.OG3 Suspected abnormal fetal growth

Gynaecology

3c.OG4 Abnormal vaginal bleeding

3c.OG5 Pelvic pain

3c.OG6 Urinary incontinence

Neonatology

3c.NN1 Neonatology case

Students must enter these data on SPIDER




37 Student ID


Date

OG

CU

Signature Name

(Block capitals)

Gynaecology

3k.OG1 Gynae theatre session

3k.OG2 Gynae ward round

3k.OG3 Outpatient session

3k.OG4 TOP clinic

Neonates

3k.NN1 Follow-up clinic

3k.NN2 Introduction

3k.NN3 Newborn examination (on NICU)

3k.NN4 NICU ward round



questions




38 Student ID


Date

OG

CU

Signature Name

(Block capitals)

Obstetrics

3k.OG5 Antenatal clinic (hospital)

3k.OG6 Care of woman in early puerperium

3k.OG7 Care of woman in labour

3k.OG8 Community midwife session or community antenatal clinic

3k.OG9 Delivery suite session 1

3k.OG10 Delivery suite session 2

3k.OG11 Early pregnancy assessment unit

3k.OG12 Female catheterization (patient awake)

3k.OG13 Midwifery led unit session

3k.OG14 Ultrasound scanning pregnancy



questions




39 Student ID

Examinations

Date

A-G

-E*

Signature Name

(Block Capitals)

Obstetrics

3e.OG1 Pregnant abdominal palpation

Neonatology

3e.NN1 Newborn (well child, delivery suite)

Practical skills

Date

A-G

-E*

Signature Name

(Block capitals)

Obstetrics

3p.OG1 Complete a partogram

Gynaecology

3p.OG2 Pelvic examination on manikin

A (Acceptable) Examination / practical skill perfumed to a level appropriate for a Y3 medical

student. Students may be required to revise or retry their history to reach this standard

G (Good) A good examination or practical skill, not requiring any revision

E (Excellent) An Examination/practical skill well above standard, and approaching the standard of an F1 doctor

40 Student ID

Feedback form – End of Clinical Programme (O&G) Student Mentor Doctor to complete – please ask the student to present 2 cases and review the clerking; use the following table to give feedback

Review of Clerking Comments

Verbal presentation (2 Cases)

History complete

Examination complete

Investigations appropriate

KCE reflection: name 2 good KCE’s and 2 to be improved

STUDENT MENTOR NAME: Please give the student feedback about the clinical participation using the form below:-

GOOD

Acceptable POOR

Clinical participation Had read about subject

Shows evidence of prior knowledge

No competency or prior knowledge

Punctuality Always punctual 100% attendance

>90% punctual Late to occasional meeting

Involvement with patients Demonstrates patient centred approach

No interaction with patients

Involvement with staff Polite and respectful Doesn’t seek advice

Any evidence of unacceptable behaviour: if yes please discuss with education department and complete yellow card

i) Disruption of clinical session ii) Always late or very poor attendance record iii) Seeks out patient without prior discussion with ward staff iv) Disregards advice from clinical team v) Insensitive/rude to patients or staff

Signed (Student Mentor)

Date:

41 Student ID

Paediatrics

Student responsibility PBL sessions – Common Childhood Problems. Students will attend these sessions and ask the facilitator to sign and comment on their performance in these sessions.

Patient Clerkings: Students need to write up all 9 patient clerkings, type them up on the proforma and get them reviewed, rated (A-G-E) and signed off in the logbook. Students will also verbally present 2 patient clerkings (which may or may not be those that have been written up). Students are expected to be signed off as at least competent (‘A’) by a clinical teacher (usually a consultant, general practitioner or specialty registrar (SpR)) for all the required written clerkings as well as the physical examinations and practical skills. Students also need to record attendance and involvement in the key clinical experiences. Clinical Lectures: Students are expected to attend these lectures. Students should date and note the presenter (tutor) for each clinical lecture and rate it themselves, on a scale of 1-5, as to whether it improved their understanding and knowledge of the clinical subject presented. Key Clinical Experiences and Practical Skills: For the key clinical experiences and practical skills, students should find the correct entry, date it and then ask their clinical teacher to assess their involvement and sign the entry.

42 Student ID

Directions for Clinical Teachers Patient Clerkings: It is expected that each student will complete the histories and examinations listed using the provided proforma and show this to a clinical teacher (consultant, general practitioner or registrar). Students will write up all 9 clerkings and have the cases reviewed, rated (A-G-E*) and signed off in the logbook. The will also have to present two verbally for the end of clinical programme feedback form.

If it is unacceptable, ask the student to re-submit, they can only achieve an A if resubmitting. Clinical Examination and Practical Skills: when you have observed an “A” acceptable examination of one of the 4 clinical systems, please sign the logbook. Again only score ‘E’ if outstanding Key Clinical Experiences: please assess the involvement of the student in the

session using the feedback score OGCU

Placement Feedback. Please would you complete the placement feedback using the proforma on page 47. PBL Please date and sign at the end of each PBL scenario and comment on the student’s participation, communication and preparation in PBL





questions




43 Student ID

Paediatrics PBL – Common Childhood Problems

Date Signature

of PBL facilitator


of PBL facilitator

Session 1

Session 2

Tutor Comment:


Clinical Lectures


IT IS REQUIRED THAT STUDENTS ATTEND ALL THESE SESSIONS AND LOG THEM ON SPIDER Students should indicate how useful the session was in terms of improving skills and knowledge 1 = of little use, 5 = very useful

Date

Rating 1-5

Tutor

Child protection

Communication skills

ENT

Examination

Genetics

History taking

Infant nutrition/failure to thrive

Infection in childhood

Paediatric ophthalmology

Paediatric prescribing

44 Student ID

Patient Clerkings

Date

A-G

-E*

Signature Name

(Block capitals)

3c.PA1 Abnormal growth

3c.PA2 Altered bowel habit

3c.PA3 Child in pain

3c.PA4 Child presenting with a lump/swelling

3c.PA5 Child with a rash/bruising

3c.PA6 Developmental clerking

3c.PA7 Fever

3c.PA8 Shortness of breath

3c.PA9 Vomiting

These data must be logged on SPIDER




45 Student ID


Date

OG

CU

Signature Name

(Block capitals)

3k.PA1 Baby check $$

3k.PA2 Observation of consent

3k.PA3 Observing a post take ward round

3k.PA4 Observing a paediatric clinic 1



3k.PA7 Observing the normal child

3k.PA8 Observing the paediatric surgical experience

3k.PA9 Operating theatre experience

$$ – may be done in O&G rotation



questions




46 Student ID

Examinations

Date

A-G

-E*

Signature Name

(Block capitals)

3e.PA1 Abdomen

3e.PA2 Cardiac

3e.PA3 Neurology

3e.PA4 Respiratory

Practical skills

Date

A-G

-E*

Signature Name

(Block capitals)

3p.PA1 BP measurement

3p.PA2 Measurement & Plotting of height and weight

3p.PA3 Measurement of head circumference

3p.PA4 Taking a child’s temperature

3p.PA5 Urine collection and assessment

A (Acceptable) An Examination / practical skill performed to a level appropriate for a Y3 medical student. Students may be required to revise or retry their examination / practical skill to reach this standard

G (Good) A good examination / practical skill not requiring any revision

E (Excellent) An examination / practical skill well above standard, and approaching the standard of an F1 doctor

47 Student ID

Feedback Form – this will be completed as part of your clinical programme (Paediatrics) At the final History Review session, please ask your tutor to complete the table below to give feedback

Review of Clerking Comments

Verbal Presentation

History appropriate

Examination Complete

Investigations reviewed

Signed by

Please print name and designation

KCE reflection part of Log book review See attached certificate

Consultant or Senior Clinician (including Registrar or Nurse Specialist) – please ask the tutor to complete the boxes below when you have taken part in a clinical examination session – ie clinical participation

Clinical Participation √ Comment

Outstanding – participated in teaching session without prompting. Well prepared

Good Participated with minimal prompting. Prepared for session

Cause for concern Needed to be prompted throughout session to contribute. Minimal preparation for session

Unacceptable Reluctant to take part. Disruptive. No evidence of preparation

Signed by

Please print name and designation

Date

48 Student ID

Carry Over KCEs

Date

OG

CU

Signature Name

(Block Capitals)

49 Student ID

OSCE Remedial Work Injection Technique & Venepuncture The safe administration of subcutaneous and intramuscular injections and safe disposal of sharps are important parts of the responsibility of any doctor. If you have been asked to complete these pages you have not adequately demonstrated competence in carrying out some aspect of the above, either in injection technique or in venepuncture stations in the OSCEs. Reasons for this include:-

administering the wrong drug

administering an incorrect dose

incorrect disposal of a needle

not having sufficient time to demonstrate the above in the station Your OSCE error can be found on the OSCE feedback you will receive via email. On your clinical attachments during the forthcoming academic year, you must complete satisfactorily five assessments of the relevant procedure, indicated on the front of the booklet. THE FIRST ASSESSMENT MUST BE UNDERTAKEN IN A HOSPITAL CLINICAL SKILLS FACILITY, NOT ON THE WARDS. These can be signed as satisfactorily completed by a competent clinical teacher, including members of the clinical skills staff or a senior member of the nursing staff. You are advised to gain supervised practice before attempting your first assessment, to ensure that you can meet all of the assessment criteria. You must have completed at least two of the assessments by the end of semester 1, ready for the mid-year progression review. The remaining assessments may be undertaken in semester 2. You must submit a satisfactorily completed booklet in order to be allowed to progress to your next year. Assessment Criteria There are no time constraints for performing these assessed criteria (i.e. not under OSCE time limits)

Selection of the correct drug and checking against the prescription sheet

Calculation of the correct dose

Assembly of syringe and needle, if necessary, without contamination

Preparation of ampoule/vial

Accurate drawing up of required dose o including expulsion of air and removal of surplus drug

Change of needle, where appropriate

Demonstration to assessor of syringe containing correct amount of selected drug

Administration of selected drug by an acceptable technique

Safe waste disposal

Adequate record-keeping

50 Student ID

OSCE Error: (Please tick all that apply)

administering the wrong drug

administering an incorrect dose incorrect disposal of a needle not having sufficient time to demonstrate the above in

the station

Assessment Record

Drug

& dose Sharps

disposal Signature, status

& date Comments

1

The first assessment must be undertaken in a clinical skills facility

2

3

4

5

Please sign and date the form below if you are not required to complete the above OSCE error form. Remember this will be checked at progression review and incorrect completion will be regarded as an issue of professional conduct.

Student signature:

Date:

51 Student ID

SSM 4 Learning Contract

SSM: Convenor: This learning contract is an agreement between the Convenor and the student, outlining the expectations during the SSM. A timetable of activities should be agreed at the initial SSM meeting. The student must add this timetable as an appendix to the completed SSM report, detailing all meetings and activities. The convenor must sign the learning contract to confirm attendance, planning and compliance during the SSM.

Unsatisfactory completion of the learning contract will lead to a fail for the SSM and the report will not be marked.

Compliance with the learning contract has been:

Tick as appropriate

Comments

Satisfactory

Unsatisfactory

Convenor signature: ____________________________ Date: ________________

52 Student ID

Absence Log

First date of absence Date of return Reason

Useful Contact Details Chris Tierney (Year Clerical Officer)

[email protected] 0151-795-4368

Dr Ian Ellis (Year Director)

[email protected]

Clinical Subdean’s Office (To be completed by student)

53 Student ID

Academic advisor meetings Introductory meeting Academic advisor

Signature

Date of meeting

January / February 2013

Date


Signature

Feedback

May 2013

Date


Signature

Feedback

School of Medicine - University of Liverpool · rewrite their clerking. (G) Good A well written...

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