Sunday, May 23, 2021

Online blended bimonthly assignment toward summative assessment for the month of May 2021

23/05/2021 3:00 PM


Answer all questions:                                                      

Max Marks: 100 (5 questions in total and 20 marks for each  answer) 

Submit by:   31/05/2021               


Below is an online formal question paper to be answered online using all available resources at your online disposal over a period of days and E logged in a manner demonstrated by one of the past examinees in the link here:https://caseopinionsbyrollno156.blogspot.com/2020/10/medicine-blended-assignment-october.html?m=1


And this was in response to one of the past assignments here:  medicinedepartment.blogspot.com/2020/09/medicine-paper-for-october-2020-first.html?m=1

Feel free to be creative and not necessarily be restricted by the above format. Please be original and refrain from plagiarism. Please note that every logged answer paper should contain the link to this current "assignment/question paper" page and the patient context for each answer.

Questions plan and context:

All questions are around student driven patient centered case reports prepared by our students over last one month and most of the questions are what naturally arose in the minds of these students while trying to help their patients. For the same students taking this exam, marks will be provided for their contribution to the questions. 

We are also utilizing this online assessment platform for a participatory action research strategy in "developing student driven patient centered research projects and your online answers will also be analyzed and interpreted with that intent for example the question around covid is linked to our ongoing covid project and the question around heart failure is linked to our heart failure project detailed here: https://vamsikrishna1996.blogspot.com/2020/10/thesis.html

More here on current medicine department projects: medicinedepartment.blogspot.com/2021/02/medicine-department-projects.html?m=0


The questions below cover the entire spectrum from anatomy, physiology to diagnostic, therapeutic uncertainty to resolve one disease theme and predictably move from symptoms to diagnosis and treatment challenges. For traditional classification purposes we have classified the questions into anatomical areas.

Most questions test the reading comprehension skills of the examinee and some prior familiarity with medical terms and strategies and also more importantly assesses their ability to use online search tools toward better expression of their learning points in the form of answers that are again made available open access for post publication peer review.

In summary the answers to the following questions in this online question paper will assess the examinee's competencies in empathically dealing with:

Clinical problem solving 

Medical terminologies familiarity including areas of anatomy, physiology, pathology 

Current EBM strategies for managing diagnostic and therapeutic uncertainty 

Section 1) Please go through the patient data in the links below and answer the following questions:


1) Pulmonology (10 Marks) 

A) Link to patient details:



Questions:

1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?

3) What could be the causes for her current acute exacerbation?


4. Could the ATT have affected her symptoms? If so how?


5.What could be the causes for her electrolyte imbalance?



2) Neurology (10 Marks) 

A) Link to patient details:


1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?


3) Why have neurological symptoms appeared this time, that were absent during withdrawal earlier? What could be a possible cause for this?

4) What is the reason for giving thiamine in this patient?

5) What is the probable reason for kidney injury in this patient? 

6). What is the probable cause for the normocytic anemia?

7) Could chronic alcoholism have aggravated the foot ulcer formation? If yes, how and why?

B) Link to patient details:


Questions-

1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?


3) Did the patients history of denovo HTN contribute to his current condition?

4) Does the patients history of alcoholism make him more susceptible to ischaemic or haemorrhagic type of stroke?

C) Link to patient details:



Questions:


1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are the reasons for recurrence of hypokalemia in her? Important risk factors for her hypokalemia?

3) What are the changes seen in ECG in case of hypokalemia and associated symptoms?

D) Link to patient details:



QUESTIONS:


1. Is there any relationship between occurrence of seizure to brain stroke. If yes what is the mechanism behind it?


2. In the previous episodes of seizures, patient didn't loose his consciousness but in the recent episode he lost his consciousness what might be the reason?


E) Link to patient details:




Questions: 1) What could have been the reason for this patient to develop ataxia in the past 1 year?

2) What was the reason for his IC bleed? Does Alcoholism contribute to bleeding diatheses ?


F) Link to patient details:



Questions

1.Does the patient's  history of road traffic accident have any role in his present condition?

2.What are warning signs of CVA?

3.What is the drug rationale in CVA?

4. Does alcohol has any role in his attack?

5.Does his lipid profile has any role for his attack??

G) Link to patient details:




__*Questions*_

1)What is myelopathy hand ?

2)What is finger escape ?

3)What is Hoffman’s reflex?

H) Link to patient details:


  
Possible questions: 

              
1) What can be  the cause of her condition ?                             

2) What are the risk factors for cortical vein thrombosis?

3)There was seizure free period in between but again sudden episode of GTCS why?resolved spontaneously  why?                           
             
4) What drug was used in suspicion of cortical venous sinus thrombosis?


3) Cardiology (10 Marks) 

A) Link to patient details:



1.What is the difference btw heart failure with preserved ejection fraction and with reduced ejection fraction?

2.Why haven't we done pericardiocenetis in this pateint?        

             
3.What are the risk factors for development of heart failure in the patient?

4.What could be the cause for hypotension in this patient?


B) Link to patient details:



Questions:

1.What are the possible causes for heart failure in this patient?

2.what is the reason for anaemia in this case?

3.What is the reason for blebs and non healing ulcer in the legs of this patient?

4. What sequence of stages of diabetes has been noted in this patient?


C) Link to patient details:
 


1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?

3) What is the pathogenesis of renal involvement due to heart failure (cardio renal syndrome)? Which type of cardio renal syndrome is this patient? 

4) What are the risk factors for atherosclerosis in this patient?

5) Why was the patient asked to get those APTT, INR tests for review?

D) Link to patient details:



Questions-

1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?

3) What are the indications and contraindications for PCI?


4) What happens if a PCI is performed in a patient who does not need it? What are the harms of overtreatment and why is research on overtesting and overtreatment important to current healthcare systems?


E) Link to patient details:



Questions:

1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What are mechanism of action, indication and efficacy over placebo of each of the pharmacological and non pharmacological interventions used for this patient?


3) Did the secondary PTCA do any good to the patient or was it unnecessary?

F) Link to patient details:


1. How did the patient get  relieved from his shortness of breath after i.v fluids administration by rural medical practitioner?

2. What is the rationale of using torsemide in this patient?

3. Was the rationale for administration of ceftriaxone? Was it prophylactic or for the treatment of UTI?


4) Gastroenterology (& Pulmonology) 10 Marks

A) Link to patient details:


QUESTIONS: 

1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What is the efficacy of drugs used along with other non pharmacological  treatment modalities and how would  you approach this patient as a treating physician?

B) Link to patient details:



1) What is causing the patient's dyspnea? How is it related to pancreatitis?

2) Name possible reasons why the patient has developed a state of hyperglycemia.

3) What is the reason for his elevated LFTs? Is there a specific marker for Alcoholic Fatty Liver disease?

4) What is the line of treatment in this patient?

For the master chart to the "pancreatitis thesis project" please get in touch with Dr Shashikala PGY1 and Dr Divya PGY2 and share their insights into the above project problem they are working on. 


C) Link to patient details:


Possible Questions :-

1) what is the most probable diagnosis in this patient?

2) What was the cause of her death?

3) Does her NSAID abuse have  something to do with her condition? How? 

5) Nephrology (and Urology) 10 Marks 

A) Link to patient details:


1. What could be the reason for his SOB ?

2. Why does he have intermittent episodes of  drowsiness ?

3. Why did he complaint of fleshy mass like passage in his urine?

4. What are the complications of TURP that he may have had?

B) Link to patient details:




Questions

1.Why is the child excessively hyperactive without much of social etiquettes ?

2. Why doesn't the child have the excessive urge of urination at night time ?

3. How would you want to manage the patient to relieve him of his symptoms?



6) Infectious Disease (HI virus, Mycobacteria, Gastroenterology, Pulmonology)  10 Marks 

A) Link to patient details:




Questions:

 1.Which clinical history and physical findings are characteristic of tracheo esophageal fistula?

2) What are the chances of this patient developing immune reconstitution inflammatory syndrome? Can we prevent it? 



7) Infectious disease and Hepatology:

Link to patient details:





1. Do you think drinking locally made alcohol caused liver abscess in this patient due to predisposing factors
 present in it ? 

What could be the cause in this patient ?

2. What is the etiopathogenesis  of liver abscess in a chronic alcoholic patient ? ( since 30 years - 1 bottle per day)

3. Is liver abscess more common in right lobe ?

4.What are the indications for ultrasound guided aspiration of liver abscess ?





B) Link to patient details:



QUESTIONS:


1) Cause of liver abcess in this patient ?


2) How do you approach this patient ?


3) Why do we treat here ; both amoebic and pyogenic liver abcess? 

4) Is there a way to confirmthe definitive diagnosis in this patient?

8) Infectious disease (Mucormycosis, Ophthalmology, Otorhinolaryngology, Neurology) 10 Marks 

A) Link to patient details:

 

Questions :


1) What is the evolution of the symptomatology in this patient in terms of an event timeline and where is the anatomical localization for the problem and what is the primary etiology of the patient's problem?

2) What is the efficacy of drugs used along with other non pharmacological  treatment modalities and how would  you approach this patient as a treating physician?

3) What are the postulated reasons for a sudden apparent rise in the incidence of mucormycosis in India at this point of time? 

9) Infectious Disease (Covid 19)

As  these patients are currently taking up more than 50% of our time we decided to make a separate log link here:


for this question that contains details of many of our covid 19 patients documented over this month and we would like you to:

1) Sort out these detailed patient case report logs into a single web page as a master chart 

2) In the master chart classify the patient case report logs into mild, moderate severe and 

3) indicate for each patient, the day of covid when their severity changed from moderate to severe or vice versa recognized primarily through increasing or decreasing oxygen requirements 

4) Indicate the sequence of specific terminal events for those who died with severe covid (for example, altered sensorium, hypotension etc). 

Please check out the thesis log here for the example of a blogged master chart https://vamsikrishna1996.blogspot.com/2020/10/thesis.html and please get in touch with Dr Sai Charan PGY1 who is liasing between us and the MRD for this project where we hope this data can allow us to get some clues on predicting the factors driving recovery from covid 19.


10) Medical Education: (10 marks) 

Experiential learning is a very important method of Medical education and while the E logs of the students in the questions above represent partly their and their patient's experiences, reflective logging  of one's own experiences is a vital tool toward competency development in medical education and research. A sample answer to this last assignment around sharing your experience log of the month can be seen in the link below but while this is by a student onsite in hospital  and not locked down at home we would be very interested to learn about your telemedical learning experiences from our hospital as well as community  patients over the last month even while locked down at home: https://onedrive.live.com/view.aspx?resid=4EF578BAE67BA469!4180&ithint=file%2cdocx&authkey=!AOy7BpRTn42DBMo



Covid case report logs from May 2021

1) Covid 19 with co morbidity (Pulmonology/Rheumatology)




Possible questions: 

1) How does the pre-existing ILD determine the prognosis of this patient?
 
2) Given the history of autoimmune disease in the patient, how does the administration of steroids for COVID affect her RA and hypothyroidism? 

3) Would this patient have an increased risk for post covid autoimmune response compared to patients without a history of autoimmune disease?

4) Why was she prescribed clexane (enoxaparin)?

2) Covid 19 with Diabetes 

Link to the patient case report log:




Questions:

1) Since patient didn't show any previous characteristic diabetes signs, did the Covid-19 infection aggravate any underlying condition and cause the indolent diabetes to express itself? If so what could be the biochemical pathways that make it plausible?

2) Did the patient's diabetic condition influence the progression of her  pneumonia?

3) What is the role of D Dimer in the monitoring of covid? Does it change management or would be considered overtesting? 

3) Covid 19 Severe 

Link to the complete case report log:


Questions:

1. Why was this patient given noradrenaline?

2. What is the reason behind testing for LDH levels in this patient?

3. What is the reason for switching from BiPAP to mechanical ventilation with intubation in this patient? What advantages did it provide?

4) Covid 19 Mild 

Link to the case report log:



Questions:
1. Is the elevated esr due to covid related inflammation? 

2. What was the reason for this patient's admission with mild covid? What are the challenges in home isolation and harms of hospitalization? 


5) Covid 19 and comorbidity (Altered sensorium, azotemia, hypokalemia) 


Link to the case report log:



Questions:

1) What was the reason for coma in this patient? 

2) What were the competency gaps in hospital 1 Team to manage this intubated comatose patient that he had to be sent to hospital 2? Why and how did hospital 2 make a diagnosis of hypokalemic periodic paralysis? Was the coma related? 

3) How may covid 19 cause coma? 

6) Severe Covid 19 with altered sensorium 

Link to the case report log:



1. What was the cause of his altered sensorium?

2. What was the cause of death in this patient?

7) Covid 19 Moderate with ICU psychosis 

Link to the case report log:




Questions :

What is the grade of pneumonia in her?

What is the ideal day to start steroids in a patient with mild elevated serum markers for COVID ?

What all could be the factors that led to psychosis in her ?

In what ways shall the two drugs prescribed to her for psychosis help ?

What all are the other means to manage such a case of psychosis?

What all should the patient and their attendants be careful about ( w.r.t. COVID )after the patient is discharged ?

What are the chances that this patient may go into long covid given that her "D Dimer" didn't come down during discharge? 

8) Covid 19 Moderate 


Link to the complete case report log 


Questions:

1. Can psoriasis be a risk factor for severe form of COVID?

2. Can the increased use of immunomodulatory therapies cause further complications in the survivors?

3. Is mechanical ventilation a risk factor for worsened fibroproliferative response in COVID survivors?

9) Covid with de novo Diabetes 

Link to Case report log:



•What is the type of DM the patient has developed ?(is it the incidental finding of type 2 DM or virus induced type 1DM )?

•Could it be steroid induced Diabetes in this patient?

10) Comparing two covid  patients  with variable recovery 


What are the known factors driving early recovery in covid?

11) Covid moderate with first time detected diabetes:

Link to Case report log :



Questions-

1) How is the diabetes related to the prognosis of COVID patients? What are the factors precipitating diabetes in a patient developing both covid as well as Diabetes for the first time? 

2) Why couldn't the treating team start her on oral hypoglycemics earlier? 

12) Moderate to severe covid with prolonged hospital stay:


Questions :-

1) What are the potential bioclinical markers in this patient that may have predicted the prolonged course of her illness? 

13) Severe covid with first diabetes 

Link to Case report log :



What are the consequences of uncontrolled hyperglycemia in covid patients?

Does the significant rise in LDH suggests multiple organ failure?

What is the cause of death in this case?

14) Long covid with sleep deprivation and  ICU psychosis 

Link to Case report log:


Questions:

1)Which subtype of ICU psychosis did the patient land into according to his symptoms?

2)What are the risk factors in the patient that has driven this case more towards ICU pyschosis?

3)The patient is sleep deprived during his hospital stay..Which do u think might be the most propable condition?

 A) Sleep deprivation causing ICU pyschosis

 B) ICU psychosis causing sleep deprivation 

4) What are the drivers toward current persistent hypoxia and long covid in this patient? 

15) Moderate Covid with comorbidity (Trunkal obesity and recent hyperglycemia) 

Link to Case report Log:




QUESTIONS: 

1. As the patient is a non- diabetic, can the use of steroids cause transient rise in blood glucose?

2. If yes, can this transient rise lead to long term complication of New-onset diabetes mellitus? 

3. How can this adversely affect the prognosis of the patient?
 
4. How can this transient hyperglycemia be treated to avoid complications and bad prognosis?

5. What is thrombophlebitis fever? 

6. Should the infusion be stopped inorder to control the infusion thrombophlebitis? What are the alternatives?

16) Mild to moderate covid with hyperglycemia 



QUESTIONS: 

1. What could be the possible factors implicated in elevated glycated HB ( HBA1c ) levels in a previously Non-Diabetic covid patient?

2. What is the frequency of this phenomenon of New Onset Diabetes in Covid Patients and is it classical type 1 or type 2 or a new type?

3. How is the prognosis in such patients? 

4. Do the alterations in glucose metabolism that occur with a sudden onset in severe Covid-19 persist or remit when the infection resolves?

5) Why didn't we start him on Oral hypoglycemic agents earlier? 


17) Covid 19 with hypertension comorbidity 



1)Does hypertension have any effect to do with the severity of the covid infection.If it is, Then how?

2)what is the cause for pleural effusion to occur??

18) Covid 19 with mild hypoalbuminemia 




QUESTIONS: 

1. What is the reason for  hypoalbuminemia in the patient?

2. What could be the reason for exanthem on arms? Could it be due to covid-19 infection ?

3. What is the reason for Cardiomegaly?

4. What other differential diagnoses could be drawn if the patient tested negative for covid infection?

5. Why is there elevated D-Dimer in covid infection? What other conditions show D-dimer elevation?

20) Covid 19 with first time diabetes 


Questions:

1)Can usage of steroids in diabetic Covid patients increases death rate because of the adverse effects of steroids???

2)Why many COVID patients are dying because of stroke though blood thinners are given prophylactically???

3)Does chronic alcoholism  have effect on the out come of Covid infection????
If yes,how??

21) Severe Covid with Diabetes 



Questions-

1. What can be the causes of early progression and aggressive disease(Covid) among diabetics when compared to non diabetics?

2. In a patient with diabetes and steroid use what treatment regimen would improve the chances of recovery?

3. What effect does a history of CVA have on COVID prognosis?

23) Covid 19 with multiple comorbidities:


1) What do you think are the factors in this patient that are contributing to his increased severity of symptoms and infection? 

2) Can you explain why the D dimer levels are increasing in this patient? 

3) What were the treatment options taken up with falling oxygen saturation? 

4) Can you think of an appropriate explanation as to why the patient has developed CKD, 2 years ago? (Note: Despite being on anti diabetic medication, there was no regular monitoring of blood sugar levels and hence no way to know for sure if it was being controlled or not)

Monday, May 17, 2021

Outline and first draft of Medical education book chapter: Scholarship of Integration and the future of Medical education and research

 



 

Our proposed approach – brief content outline (tentative)

(A) 

(A)ssessed Need for the chapter in the context of medical education research, practice, publication, or scholarship. Word limit suggested, 400 to 500 words:

Need 1: Very few people know what is "scholarship of Integration in medical education and research" and how it can be a tool to tackle the current problems in medical education and practice and one important need this chapter will address is to fill in that information gap. 

Need 2: Very few people realize that Medical education research is a tool to eventually improve patient outcomes as patient is the ultimate beneficiary of Medical education and this chapter will again not only address this vital information gap but become instrumental in driving positive change in this direction. 

Subguidelines1: Create interest and prepare the reader to proceed further.

Scholarship of integration in medical education and research aims to disseminate back to society the fruits of academic discovery and translates medical education theory that developed from discoveries made by individual academics in countless individual members of society into a practice that again benefits the same or different individual members of society. For more click on: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1891293/

In this chapter we shall share how a group of medical students and their teachers spread out globally as well as across India have utilized the tool of "scholarly integration" to develop global health learning outcomes toward solving global health care problems in their local context. 

Subguidelines 2: Build on the previous knowledge and experience of the readers.

"Medicine has evolved through physicians would presenting interesting cases to a large audience to learn from the inputs of other physicians [ref Eur J Pers Centered Healthc 2013;1(2):385–93.]. From this interchange doctors would publish their cases and name the solution after themselves, without reference to the peers or patients who made the solution possible.  In this way, case reporting advanced science and medicine, but also evolved as an important instrument of physician fame.

With the advent of open access and digital technology, traditional learning methods are supplemented with digital technology to provide a platform where value is added through the inclusion of an interested patient and a curious medical student who makes contributions to progressive value sensitive healthcare."

Above quoted verbatim from (hope to change later):

(ref www.ncbi.nlm.nih.gov/pmc/articles/PMC4587042/#!po=9.01639)

Agency of Healthcare Research and Quality (AHRQ) defines care coordination as deliberately organizing patient care activities and sharing information among all of the participants concerned with a patient’s care to achieve safer and more effective care [McDonald K, Schultz E, Albin L, Pineda N, Lonhart J, Sudaram V, et al. Care coordination measures atlas. Updated June 2014. 2014. [cited 2014 Dec 28];(June). Available from: http://scholar.google.com/scholar?hl=en&btnG=Search&q=in-title:Coordination+Measures+Atlas#0]. 

While patient-centered care coordination (PCCC) includes teamwork with medical providers, specialist consultants, home health care integration, healthcare Information technology enabled coordination [10], we have yet to see these amalgamated by others in ways that the general public and the vulnerable patient can consistently be empowered to participate in their own healthcare choices [11] and research innovation [12].

Successful information infrastructures or living learning systems are shared, evolving, open, standardized and meet the needs of a heterogeneous population [13]. In literature, we see infrastructures as enablers of coordinated activities between people, processes and technology such that the interplay becomes the foundation that attracts others to use and participate in the network [14]. We appreciate the expansion of PCCC to strengthen this conceptual framework, where patients, providers, programs, health records; technology tools collaborate in the infrastructure to improve health. This work is labelled as ‘User driven healthcare’ or UDHC and aims to improve healthcare and medical diagnosis through clinical problem solving by utilizing concerted experiential learning in conversations between multiple users and stakeholders, primarily patients, health professionals, and other actors in a care giving collaborative network across a web interface [3].

Above quoted verbatim from (hope to change later):

(ref www.ncbi.nlm.nih.gov/pmc/articles/PMC4587042/#!po=9.01639)

BRIEF

Scholarship of integration in medical education and research aims to recognize societies’ contributions to the fruits of academic discovery through widespread dissemination to benefit other groups and individual members of society who can in turn multiply the construction of new knowledge and widespread implementation into practice.

It is vital academic institutions and medical schools remain relevant in an era when the production of knowledge is increasingly recognized as a social collaborative activity. 

(www.ncbi.nlm.nih.gov/pmc/articles/PMC1891293/ )

In this article we share knowledge through a illustrative participative framework and include practical methods to guide institutional change along with a practical method to report and evaluate the scholarship of integration 

CONTEXTUALIZE

The patient's voice 1:

https://shanthanjodavula.blogspot.com/2021/04/empathic-narrative-of-35-year-old-uc.html

The patient's voice 2:

https://medicinedepartment.blogspot.com/2021/04/empathic-narrative-in-inflammatory.html?m=1

Questions:

http://medicinedepartment.blogspot.com/2021/04/medicine-paper-for-april-2021-bimonthly.html?m=1

Scholarly integration of medical education and research can benefit from reaching out to patients through health professional learners where every patient context provides  a universe in itself that is potentially connected. 

DESCRIBE

The questions detailed, in the link provided in the previous section, will be answered in the following manner:

1.    The empathic details are evoked from the patient narratives.

2.    Demonstration of the current MER approach to solving patient problems through the steps of disease localization in layers, beginning with macronanatomy (organ), microetiology (pathology / microbiology), and then finally deciding on disease solutions where paths diverge into various systems of medicine.

3.    Some of these diversities may be well addressed by a Clinical Terminology System like SNOMED CT. India has already developed AYUSH Extensions for SNOMED CT and the Ministry of AYUSH is also hosting online electronic health records.

EVALUATE

Assigning interesting tasks to the readers to reflect and write down their personal impression. What is it that sparked them in this chapter? Why do they think so?  What else, the author could have done better?

 

References (some already cited in text above) and Road Ahead:

The current medical education is so narrow and restricted mostly to clinical and text book based (whereas the rate of doubling the medical knowledge is 72 days) but how the real world scenario changing from research to innovation and tele-medicine to informatics for which the students are not prepared at all.

Therefore, integration can be started early, even pre-med school where the integration becomes part of the learning and the assessment.

There is one long standing lacuna in current medical education. An average student/scholar of Modern Medicine doesn't even know ABCs of AYUSH systems, whereas AYUSH scholars have a better idea on available contemporary modern practices. Isn't it a core need that scholars of modern medicine too need to know the basics of AYUSH systems, for the betterment of patients?

The patients and culture comes with this as part of their preferences and could be included as such as well as the evidence for the preferences and the degree of harm and benefit or just add that for the medical professional working through these areas with mutual trust and  transparency is part of the knowledge.


Wednesday, April 28, 2021

LOR from Medicine department



Dear Program Director,

    I am pleased to write a letter of reference for Ms. _________ in her application for residency. 


I currently look after the Department of General Medicine at xyz Institute of Medical Sciences and other than a graduate residency training and undergraduate program, we also host a global elective learning program supported nominally by the BMJ group detailed here: https://casereports.bmj.com/pages/bmj-case-reports-student-electives/ and here: https://medicinedepartment.blogspot.com/2021/04/medicine-department-patient-centered.html?m=1


Our department has known ______ since her second year General Medicine rotations, and she has interacted with us most heavily in her final year posting in General Medicine. 


During that time, she was responsible for managing patients by taking patient history, conducting complete clinical examinations, calling in consults, reviewing lab reports, and monitoring patient care. Ms. _____ carried out these responsibilities with diligence and skill. 


She also attended various academic sessions and actively participated in daily rounds. One such 11:00 AM to 1:00 PM regular ward round with students like her is archived here: https://youtu.be/ls-h6vdW4XU and presentations in the 2:00 PM to 4:00 PM sessions archived here: https://www.youtube.com/playlist?list=PLvOgc9_v4PCKsIrVK4laA3_rUJOMPAYKJ



She has gained experience in diagnosing and managing common medical conditions such as, Diabetes, Hypertension, Tuberculosis, Pneumonia, COPD, Stroke, poisonings and various infectious diseases. She has performed procedures (archived in the previously shared link above) such as pleural and ascitic tap, central line catheterizations, endotracheal intubation and local nerve block administration. She is also well practiced in procedures such as nasogastric tube insertions, IV-line insertions, Foley’s catheterization and drawing arterial and venous blood samples. She had taken the initiative to present various topics such as, ‘Epilepsy’ and Rheumatic Fever’ and actively participated in their discussions during academic sessions. 


Our department can strongly attest to most of our students abilities as we’ve had the opportunity to oversee them in both the In-patient and Out-patient setting and work with them during internship. 

    Ms. ______ has a sound knowledge of general medicine and its various disciplines. In addition, she is hardworking and highly motivated with a good sense of ethics and responsibility. Her communication skills and the respect she demonstrated towards patients, staff and colleagues were impressive. I am confident of her capability of working in a team effectively and efficiently, as she had demonstrated good leadership on multiple occasions. Ms. _____ is a well-rounded and promising student whom I have no hesitation in recommending for your residency program. 


Sincerely,










Medicine department "patient centered learning" elective program

Original link to the BMJ Case reports Elective 


FAQs:



Faculty:

Amy Price DPhil, Senior Research Scientist, Stanford School of Medicine, Stanford US, Research Editor, The BMJ and Center for Evidence Based Health Care, University of Oxford, Oxford UK


Vivek Podder,  Visiting lecturer, The University of Adelaide, Australia

Rakesh Biswas, Professor of Medicine, Kamineni Institute of Medical sciences, Narketpally


Publications by Indian Medical students with Dr Amy Price toward scholarly integration in Medical education and research linked below:

Understanding Clinical Complexity Through Conversational Learning in Medical Social Networks:


Annals (online collective collaborative peer review) : www.ncbi.nlm.nih.gov/pmc/articles/PMC6103343/

Annals (person centered online user driven) 


BMJ Case reports: 







Medical Informatics:




Current project:

Scholarship of integration in medical education and research aims to disseminate back to society the fruits of academic discovery and translates medical education theory that developed from discoveries made by individual academics in countless individual members of society into a practice that again benefits the same or different individual members of society. For more click on: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1891293/

In these presentations below, 

https://youtu.be/sPOxbdgStqc, (Webinar to meu india on April 27, 2021)

https://youtu.be/csF8VQbOYRo (global health grant from Touro College, California) 

https://youtu.be/xvE5b8Xk3vM (Medical education conference 2020 organized by AIIMS, Bhuvaneshwar on 25th Jan 2020),

we share how a group of medical students and their teachers spread out globally as well as across India have utilized the tool of "scholarly integration" to develop global health learning outcomes online toward solving global health care problems in their local contexts offline.


Wednesday, April 21, 2021

Medicine department protocol for Virtual MBBS university examination (summative assessment) of practicals and viva

 

Step 1

Revision practical classes as soon as theory exams are over. 

Conduct of the university final MBBS practical revision classes in batches of 34 from 2-4 PM tomorrow 22nd April 2021 till Saturday 24th April 2021

Step 2:

Practical exams begin from 26th April, 2021


Conduct of the overall university final mbbs general medicine practical exams from 26th April to 3rd May 2021 is as follows:

Exams will be in the virtual online open access format with optimal transparency and accountability. Each candidate's presentation and interrogation will be video recorded for asynchronous academic verification by the external examiner as well as university. 

All the examinees will prepare one long case and two short cases from current patients in the Wards, ICU, AMC during the revision practicals under the guidance of a PG invigilator who will guide them to capture the necessary patient data along with clinical images, radiology, EcG, drugs and instruments being used on that patient and add it to their E log online portfolios already available open access here: https://medicinedepartment.blogspot.com/2021/03/2016-batch-mbbs-competency-driven.html?m=1

On the day of the practical exams every examinee will start presenting the last logged long and short cases in their E log. 

There will be two internal examiners and one external examiner onsite and one examiner off-site on zoom from outside Telengana listening to them for 5 minutes following which they will take two minutes each to query them on the areas delineated here http://medicinedepartment.blogspot.com/2021/03/competency-based-practical-assessment_20.html?m=1

There will be an AP faculty expert and two PG experts coordinating and invigilating this entire process.

One PG will video record and archive each candidate's presentation and interrogation for asynchronous academic verification by the external examiner as well as university.