Due to my weird obsession of drawing babies and kiddos, I find it quite difficult to resist drawing something during my paediatrics rotation, despite the fact that it’s just 13 days from paediatrics end-of-rotation exam.
over 2 years ago
A discussion of how to assess the technical quality of a chest x-ray, including assessment of rotation, adequacy of inspiration, and adequacy of exposure/pen...
almost 3 years ago
University of Pennsylvania Medical School Spoof 2004 video about the surgery clerkship. In part because of this video, and in part because of too many students failing the shelf (final exam), the clerkship was changed.
about 3 years ago
Midgut malformations are common and may result from abnormal development of the digestive tube, incomplete rotation, and/or failure of fixation, from abnormalities in its location and arrangement, or from defective development of neighboring organs. More than one cause may be interconnected. The major clinical manifestation of malformation is a syndrome of neonatal intestinal obstruction
almost 2 years ago
This is a PowerPoint presentation I made whilst on my surgery rotation that I received several compliments for. I have just re-discovered it and found it useful for revision, so maybe you will too! It covers the basics of: - Aortic anatomy - What is an aneurysm? - Risk factors - Ruptured aortic aneurysms - Surgical repair: Open & EVAR - Main complications of surgery
over 4 years ago
Hello! I'm Kyle Rattray and I'm on an Internal Medicine rotation with the UW School of Medicine. The rotation is a 12-week clerkship, and I'll spend six weeks each at two different locations. My first six weeks are on inpatient/hospital medicine at the VA Puget Sound Health Care System, Seattle Division (which I'll call "the VA" herein). My next six weeks will be on outpatient/clinical medicine in Soldotna, Alaska–a town of about 5,000 residents, approximately 150 miles south of Anchorage.
about 3 years ago
http://fhs.mcmaster.ca/medicine/geriatric/docs/Geriatric_Handbook08.pdf : This link leads to the Geriatric Survival Handbook by Brian Christopher Misiaszek, MD, FRCPS (C) Assistant Professor of Medicine Michael G. DeGroote School of Medicine at McMaster University. It's a handy overview for anyone starting/reviewing a Geriatric rotation.
almost 2 years ago
Choosing a career path is one of the hardest (non-clinical) decisions many doctors will face in their professional lives. With almost 100 specialties and sub-specialties available, settling on any one career can seem pretty daunting, particularly as in the majority of cases the choice will set a path you’re likely to be on for the next 30+ years. But, with only a very small range of these specialties and almost none of the sub-specialties available to undertake as rotations during any one foundation programme, finding out what actually working in different specialties is like can be difficult. It’s likely you’ll have at least identified an area you’re kind of/maybe interested in before starting the foundation programme but, to use a total cliché, you wouldn't buy a car without taking it for a test drive, right? There is good evidence to show that any experience, even if only brief, can be very influential on career choice and this is why all deaneries offer new doctors to undertake a ‘taster week’ at some point during the Foundation Programme. This is usually from 2-5 days, taken as study leave, in a specialty of the doctor’s choosing which they haven’t and won’t work during their foundation programme. Most hospitals will allow doctors to do this at an external hospital or organisation if the desired specialty isn't available locally. Tasters are often organised by the trainee but deaneries are encouraged to provide a list or register of structured taster programmes to its trainees. A timetable split into half-day activities, including time for 1:1 discussion with both consultants and trainees, should be provided or agreed with a supervisor, which gives the doctor as broad an experience of the roles, responsibilities, highlights, challenges and lifestyle of the specialty as possible. This should then give the doctor plenty of food for thought and provide an opportunity for (you guessed it) reflection to confirm or exclude that specialty as a career choice and identify (if the former) what steps they need to take to get there. At the end of the experience the doctor should fill in a feedback form and formally reflect in their portfolio. Taster weeks aren't limited to particular specialties and sub-specialties either; there are plenty of more over-arching opportunities such as experiencing leadership and management roles or getting involved in academia, research or medical education. As long as you can identify and describe what you’ll aim to learn or understand from the experience, almost any taster is possible. So, how do you go about it? Each deanery should have a policy relating to taster weeks, or have an responsible administrator who can provide advice. Talking to your educational supervisor can also be really useful. Considering early on in FY1 which area or specialty you want to explore is important; time runs out scarily quickly and taking time out of rotations needs careful planning and co-ordination to make sure there is enough cover for your day job. You may already know or have identified an appropriate supervisor who will facilitate the experience but if not, your supervisor or administrator will almost certainly be able to point you in the right direction. You’ll never get to experience every possible career path before starting out on one; the specialty or sub-specialty you eventually work in may not even exist yet. But getting an idea of what you’ll definitely consider, or definitely won’t, will give you a better chance of identifying something that will suit you personally and professionally, and, particularly in the more competitive and run-though specialties will give you another example of commitment to specialty. Don’t be afraid to think outside the box or look at something really niche – it may give you a taste for something unexpected that you’ll love for life. References: http://www.foundationprogramme.nhs.uk/download.asp?file=Tasters_guidance_2011_final-2.pdf
Dr Lydia Spurr
about 3 years ago
Guest Blogpost for: Progressive collaborative refinement on teams: implications for communication practices
This article demonstrates the importance of oral and written communication between members of medical teaching teams in a busy teaching hospital. The authors have made excellent use of genre theory to examine the challenges facing senior and junior doctors, attending physicians and medical students as they share patient care while working in a complex hospital environment. These challenges included fragmented continuity of care due to regular staff rotations and shift work, compounded by time constraints and patients with complex healthcare needs. Communications broke down on many occasions, at times affecting patient care, and the authors provide useful recommendations for reform and further research.
Conversations with Medical Education
about 3 years ago