Clinical Skills and Examinations

medstudentnotes.com

Studying medicine or any health-related degree can be stressful; believe us, we know from experience! The human body is an incredibly complex organism, and finding a way to streamline your learning is crucial to succeeding in your exams and future profession. Our goal from the outset has been to create the greatest educational resource for the next generation of medical students, and to make them as affordable as possible. In this fourth and final edition of our notes we have made a number of text corrections, formatting updates, and figure updates which we feel will enhance your study experience. We have also endeavoured to use only opensource images and/or provide attribution where possible. As this is the final edition of our PDF notes series, we encourage you to download and save your purchases to your computer for permanent offline access. If you are new to us, here are a few things to help get the most out of your notes: 1. Once saved, the notes are yours for life! However, download access is not forever, so we strongly advise that you download and save the files immediately upon purchasing. 2. Sharing notes is prohibited. All files are share-protected and our system will automatically revoke access to and lock files if it detects a customer attempting to share or distribute our notes. a. You may download/save/view files on up to 2 simultaneous devices. b. You may save the files to an external hard drive for backup purposes only. c. You may print your notes to hard copy on any home printer/photocopier. Once saved, you do not need to download the notes again. You can simply transfer your file/s to your second personal device (eg: your iPad/tablet) without the need to re-download your files. If you wish to retire an old device, simply transfer your files to your new device, then delete the files from your old device.

medstudentnotes.com

Studying medicine or any health-related degree can be stressful; believe us, we know from experience! The human body is an incredibly complex organism, and finding a way to streamline your learning is crucial to succeeding in your exams and future profession. Our goal from the outset has been to create the greatest educational resource for the next generation of medical students, and to make them as affordable as possible. In this fourth and final edition of our notes we have made a number of text corrections, formatting updates, and figure updates which we feel will enhance your study experience. We have also endeavoured to use only opensource images and/or provide attribution where possible. As this is the final edition of our PDF notes series, we encourage you to download and save your purchases to your computer for permanent offline access. If you are new to us, here are a few things to help get the most out of your notes: 1. Once saved, the notes are yours for life! However, download access is not forever, so we strongly advise that you download and save the files immediately upon purchasing. 2. Sharing notes is prohibited. All files are share-protected and our system will automatically revoke access to and lock files if it detects a customer attempting to share or distribute our notes. a. You may download/save/view files on up to 2 simultaneous devices. b. You may save the files to an external hard drive for backup purposes only. c. You may print your notes to hard copy on any home printer/photocopier. Once saved, you do not need to download the notes again. You can simply transfer your file/s to your second personal device (eg: your iPad/tablet) without the need to re-download your files. If you wish to retire an old device, simply transfer your files to your new device, then delete the files from your old device.

2000

Revista Brasileira de Educação Médica, 2017

Introduction: Despite technological advances, anamnesis and physical examination remain the most important and effective diagnostic tools in a clinical case. However, many students complete their medical degree lacking these essential skills. The unstandardized character of the physical examination is considered one of the major hurdles in the teaching-learning of this practice. Objective: To evaluate the clinical skills of medical students and the applicability of a simplified physical examination guide for the improvement of these skills. Methods: This was an analytical and quantitative-approach study, which compared before-and-after information among general medicine student interns from January to February 2014. The students were trained with the simplified guide for a 3-week period. The students had their clinical examination evaluated in 13 items: vital signs, oral cavity examination, ophthalmoscopy, otoscopy, thyroid examination, cardiovascular, pulmonary, abdominal examination, lymph nodes, anthropometric measurements, ankle-brachial index (ABI), neurological examination, examination of the breast (female patients) or testicles (male patients). The result of each part of the examination was classified into three categories: complete assessment, partial assessment and absent assessment. Results: A total of 31 students participated. Significant improvement was found in almost all items in relation to the complete evaluation after training with the guide: cardiovascular system (3.23% versus 74.19%, before and after training, respectively, p < 0.01), pulmonary system (22.58% versus 90.32%, p < 0.01), abdomen (22.58% versus 74.19%, p = 0.01), vital signs (16.13% versus 100%, p < 0.01), palpation of lymph nodes (6.45% versus 77.42%, p < 0.01), neurological examination (0% versus 22.58%, p = 0.02), thyroid palpation (0% versus 61.29%, p < 0.01), examination of oral cavity (6.45% versus 67.74%, p < 0.01), anthropometric measurements (0% versus 45.16%, p < 0.01), breast examination (0% versus 36.84%, p = 0.02), ophthalmoscopy (0% versus 32.26%, p < 0.01), otoscopy (0% versus 64.52%, p < 0.01); evaluation of the ankle-brachial index (0% versus 83.87%, p < 0.01), examination of the testicles (0% versus 8.33%, p = 1.0). A 280.7% increase was also observed in the students' median score after training (1.92 versus 7.31 points, P < 0.001). There was no significant correlation between student performance and time on the medical course (R2 = 0.1242; P = 0.0515). Conclusions: There is a large deficit in teaching clinical skills during undergraduate medical courses. As an effective solution, a simplified sequential clinical examination guide can serve as training for medical students.

Teaching and Learning in Medicine, 2008

and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

2016

This textbook is a logical outcome of a comprehensive research project carried out at College of Medicine and Medical Sciences(CMMS) by the author of this textbook during 2008 that determined the linguistic and non-linguistic needs, the academic level and the preferred learning styles of the students at CMMS. This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. To achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc. Every standard textbook has a main language area that acts as its foundation and other language areas are woven around it. Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular. All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. Failure to do so will adversely affect their abilities to complete their medical studies.

2016

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