Saturday, August 14, 2021

Medicine paper for Aug 2021 bimonthly blended assessment

14/08/2021 9:00 PM


Answer all questions:                                                      

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

Submit by:   25/08/2021               

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. Also share the detailed online links to every quote or reference cited in your answer. 

Questions plan and context:

All questions are around patient centered case reports prepared by our students.

Please review the three recently made long and short case reports by one of our students in the link below :


The above was also read out as a synchronous presentation along with answering of questions from online and offline examiners. The questions were directed to assess the presenter's competency in diagnosing and treating the above cases and is video linked here below : 




Q1) (Testing peer review competency in the active reader of this assignment) :

Please go through the long and short cases in the first link shared above and provide your critical appraisal of the captured data in terms of completeness, correctness and ability to provide useful leads to analyze the diagnostic and therapeutic uncertainties around the cases shared.

Please provide your peer review assessment on not only the the student's written case report but also the reading of the cases followed by the question answer session linked above in the video and share your thoughts around each answer by the student along with your qualitative insights into what was good or bad about the answer. 


Q2: Testing scholarship competency of the examinees ( ability to read comprehend, analyze, reflect upon and discuss captured patient centered data):

Please analyze the above linked long and short cases patient data by first preparing a problem list for each patient in order of perceived priority (based on the shared data) and then discuss the diagnostic and therapeutic uncertainty around solving those problems. 

Q3) Testing competency in "Evidence based medicine": Include the review of literature around sensitivity and specificity of the diagnostic interventions mentioned and same around efficacy of the therapeutic interventions mentioned for each patient. 

Q4) Testing competency in patient data capture and representation through ethical case reporting/case presentation with informed consent :

Share the link to your own case report this month of a patient that you connected with and engaged while capturing his her sequential life events before and after the illness and clinical and investigational images along with your discussion of that case. 


Q 5) Testing scholarship competency in  
logging reflective observations on your concrete experiences of this last month : (10 marks) 

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 one student's  answer to Q10 in the  May 2021 assignment in the link below:


And another student answer to Q5 in the June and July 2021 assignment in the links below :




Please reflect on and share  your telemedical learning experiences from the  hospital as well as community  patients over the last month particularly while you were E logging their case report while even in the hospital or perhaps when locked down at home.

Saturday, August 7, 2021

Workflow for the MD university final case based viva summative assessment

MCI guidelines for Clinical / Practical and Oral Viva examination quoted below verbatim from their website PDF document linked below:

"(i) Clinical examination for the subjects in Clinical Sciences shall be 
conducted to test the knowledge and competence of the candidates 
for undertaking independent work as a specialist/Teacher, for which 
candidates shall examine a minimum one long case and two short 
cases.

(iii) The Oral examination shall be thorough and shall aim at assessing 
the candidate knowledge and competence about the subject, 
investigative procedures, therapeutic technique and other aspects of 
the speciality, which form a part of the examination.
A candidate shall secure not less than 50% marks in each head of 
passing which shall include

(1) Theory, 

(2) Practical 
including clinical 
and viva voce examination."

MCI examination guidelines PDF linked below:


Now coming to the most important part of the actual workflow for the exam please take a look at the university supplied format here with marks distribution : http://medicinedepartment.blogspot.com/2020/06/lets-first-look-at-pre-covid-status-of.html?m=1 which was meant for a pre pandemic offline audience and even now in this pandemic with a predominant blended online and offline format of the examination, we shall still abide by letter and spirit of the exams as the university intended it earlier. In the above link if you notice in the first columns to the left there are 100 marks allotted for one long and 100 marks allotted for two short cases and 100 marks allotted for the viva with some brief  instructions subject to examiner interpretation. 

To achieve a collective consensus on the interpretation of the traditional university supplied format, we propose that :

1) The candidate begin with the long and short case presentations as currently accessible to them locally in the hospital or even from OPD or telephonic interview (follow up) and they make sure they share their case history (patient events in sequence) and clinical findings images as well as investigations as in the samples below :

Current case :


In traditional case presentations, the case discussion is generally expected to be prepared after a reviewing the literature around similar cases globally :




As well as locally :




If we again review the viva competency assessment 100 marks distribution in the link here: http://medicinedepartment.blogspot.com/2020/06/lets-first-look-at-pre-covid-status-of.html?m=1 we realize that most of them will be covered in the case presentation and the discussion will mostly be centred around the candidate's competency to resolve the diagnostic and therapeutic uncertainties in the case using evidence based literature review as well as prior general knowledge. 

A paragraph here about pedagogy is important as the traditional university document mentions it in the marks distribution : Pedagogy is a natural learning process that can be demonstrated through the candidate's discussion of the case that originates in the pedagogic questions raised. I quote from the article linked below. Pedagogic understanding derived from case based learning, "imparts relevance to medical and related curricula, is shown to tie theory to practice, and induce deeper learning." https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736264/

More quoted from:  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-1969-0 around the case based pedagogic approach, "Case-based learning (CBL) is an inquiry-based pedagogical approach that prepares students for clinical practice through authentic cases to develop their clinical decision-making skills.
CBL can foster students’ learning in terms of knowledge acquisition and application, intrinsic motivation [8], patient assessment [11], problem-solving [12], and critical thinking [1314]. Moreover, pictorial information in the case materials induces intuition, and objective and quantitative information induces analysis [15]."

The other items in the viva such as thesis and logbook can be represented by the candidate again in an evidence based manner by sharing the links to her thesis such as here :




And log book such as here :








We shall need each candidate to prepare their separate deidentified roll numbered case presentation log, 

three year worklog (E log book mentioning their personal summary of their competencies attained) and thesis log for the examiners to go through. 

Each of these three separate logs will be deidentified and candidates identified only with their roll numbers. 

Informed consent has to be taken from each case being presented, which can be downloaded from here : 

Here is a detailed link :



to the last similar blended online examination conducted this year in the same manner for the PGs passing out this year and below is another link 


to the last similar blended online examination conducted for UGs this year in the same manner although for lesser marks  as it was for UGs but even they had to present one long and two short cases. The difference was that they were interviewed for shorter time as opposed to the PG interview where the mandatory time allotted for each of them is one hour. The difference in long and short cases again lies in the fact that they are time bound into long and short time frames where the entire sequence of patient events (history) is thoroughly discussed in the long case and a quicker decision around the diagnosis is achieved through certain findings alone. 

Hope this explains our current evidence based stance on the conduct of the assessments and further inputs in the form of queries are welcome in the comments section below. 

Monday, August 2, 2021

Third semester students, hands on learning around critical appraisal of research and evidence based medicine

The following illustration is from our case based blended learning ecosystem, the online component of which happens in social media groups such as whatsapp. 


Here is a previous working prototype linked from our book chapter:  

The section below is a discussion in the group by one of the students with roll number 35 among the 150 in their batch online dashboard linked here : 

[7/29, 2:32 PM] Rishitha Kims 2019: 

_Comparison of enoxaparin with placebo for the prevention of venous thromboembolism in acutely ill medical patients._


*Patient* - 1102 hospitalized patients older than 40 years. The primary outcome could be assessed in 866 patients.

Given 40 mg of enoxaparin, 20 mg of enoxaparin, or placebo subcutaneously once daily for 6 to 14 days. 

*Intervention* - 
~40 mg of enoxaparin : 291 / 866
~20 mg of enoxaparin : 287 / 866

*Comparator* - 
~placebo : 288 / 866

*Results* - 
1. The incidence of venous thromboembolism was significantly lower in the group that received _40 mg_ of _enoxaparin_ [16 of 291 patients]  than in the group that received _placebo_ [43 of 288 patients]

2. There was no significant difference in the incidence of venous thromboembolism between the group that received _20 mg_ of _enoxaparin_ (43 of 287 patients] and the placebo group 

3. The incidence of adverse effects did not differ significantly between the placebo group and either enoxaparin group.

4. By day 110,
-50 patients had died in the placebo group (13.9 percent)
-51 had died in the 20-mg group (14.7 percent)
-and 41 had died in the 40-mg group (11.4 percent); 
the differences were not significant.




[7/29, 3:27 PM] Rishitha Kims 2019: PICO-
"Patient, Intervention, Comparator, Outcomes and :

P stands for the number of patients in the human experiment that participated 

I stands for number of people in the intervention group. 

C stands for number of people in the "comparator" group ideally those who received placebo 

O stands for outcome in each group of people.


[7/29, 4:21 PM] Rakesh Biswas: Thanks Rishitha. 

Very well done 👏👏

So what are your learnings from this data?

Although this is not in patients of DVT but still it was a very useful study because critically ill patients (especially as the recent covid patients that we saw) may develop thrombus formation in small vessels as a part of the septic inflammatory response. 

Thanks for sharing this study in such a nice manner. Very useful. Do let me know your take home message and I shall let you know mine



[7/29, 4:48 PM] Rishitha Kims 2019: Thank you sir. 

So, 
We can hereby conclude that prophylactic treatment with 40 mg of enoxaparin subcutaneously per day safely, effectively reduces the risk of venous thromboembolism in patients with acute medical illness. 

Since the case study does not involve the condition of DVT, the subject needs to be studied further. 
Hence, the following link would provide the relatable content. 



[7/29, 4:59 PM] Rakesh Biswas: Alright now look at point 4

What happened after 110 days inspite of treatment or no treatment (placebo)?

Everyone of these groups an equal number of people died? So did the treatment really matter?



[7/29, 5:30 PM] Rishitha Kims 2019: Sir, when the test statistic is not big enough to reject the hypothesis of no treatment effect, investigators often report no statistically significant difference. 
The ability to detect a treatment effect with a given level of confidence depends on the size of the treatment effect, the variability within the population, and the *size of the samples* used in the study. Just as bigger samples make it more likely that you will be able to detect an effect, smaller sample sizes make it harder. 
The distinction between positively demonstrating that a treatment had no effect and failing to demonstrate that it did have an effect is subtle but very important, especially in the light of the small numbers of subjects included in most clinical studies.
I have compiled this information from :

A good maximum sample size is usually around 10% of the population, as long as this does not exceed 1000. 
So in our research, the sample size is around 30% which can yield appropriate results and marginally equal in all the treatments.


[7/29, 5:39 PM] Rakesh Biswas: Yes so assuming that the study you shared around anticoagulants in critical illness, had the right sample size, do you feel that it will be useful to anticoagulate all patients of critical illness in our ICUs as an equal number died in all groups regardless of their anticoagulation?


[7/29, 6:58 PM] Rishitha Kims 2019: No sir. Many factors are taken into consideration to assess whether the treatment is efficient or not. 
Sample size gets to be of major importance in clinical study.



[7/29, 7:01 PM] Rakesh Biswas: Try to talk about the critical illness anticoagulant study that you shared. 

What factors do you think suggests that anticoagulation could be useful in all critical illness patients ?
[7/29, 7:09 PM] Rakesh Biswas: Is there something wrong with the sample size of the study you shared in PICO format?



[7/29, 7:09 PM] Rishitha Kims 2019: No sir. The sample size is appropriate.



[7/29, 7:12 PM] Rishitha Kims 2019: Because of the high risk of thrombotic complications (TCs) during SARS-CoV-2 infection, several scientific societies have proposed to increase the dose of preventive anticoagulation. 
But,
I think we cant only rely on sample size to assess whether the treatment would be effective without having appropriate information about relationship between the dose of anticoagulant therapy and the incidence of thrombotic complications.


[7/29, 7:16 PM] Rakesh Biswas: So is this conclusion for another issue? 

That of anticoagulants in critically ill Covid patients? Would you like to share any covid study with adequate and appropriate sample size where they have managed to scientifically prove that anticoagulation is effective in critically ill Covid patients? If you are not able to find one such well done study then can we conclude that scientific societies may not always base their guidleines on science but based on other factors such as market forces or convenience?


[7/29, 7:20 PM] Rishitha Kims 2019: Yes sir. I have taken criticall ill COVID patients into consideration. 
I could find a case study which says High-dose prophylactic anticoagulation is associated with a reduction in thrombotic complications in critically ill patients with COVID-19 without an increased risk of hemorrhage.

This information has been taken from: 

538 patients included, 
104 patients experienced a total of 122 thrombotic complications. Pulmonary embolism accounted for 52% of the recorded TCs.


[7/29, 7:20 PM] Rakesh Biswas: In response to your last paragraph here, the study that you shared in PICO format above did have appropriate information that you yourself pasted about the dose of anticoagulants and incidence of thrombotic complications?


[7/29, 7:24 PM] Rishitha Kims 2019: Yes sir, the information i displayed about the dose and incidence is appropriate, as stated in the study.

[7/29, 7:44 PM] Rakesh Biswas: In that case if the study was appropriate what would be your take home message from the study? 
Should we anticoagulate all critically ill patients as it significantly reduces the incidence of pulmonary embolism over placebo or should we not anticoagulate because there is no significant difference in the mortality?

[7/29, 7:45 PM] Rakesh Biswas: Please share it in the PICO format that you shared for the non covid study

[7/29, 8:04 PM] Rishitha Kims 2019: Since the risk of thrombotic complications is high in critically ill patients, having Pulmonary embolism to contribute highest, we shall anticoagulate all critically ill patients over placebo irrespective of insignificant difference in the mortality in the above discussed case. 
But it has been that the dose of anticoagulant to be increased progressively based on thrombotic risk factors that include obesity, high oxygen demand, need for mechanical ventilation, and biomarkers of major inflammation or hypercoagulability, despite the lack of evidence supporting this strategy.
Because, despite the use of regular prophylactic anticoagulation, the proportion of hospitalized patients experiencing thrombotic complications ranges from 18% to 37%, say some studies as mentioned in this:

[7/29, 8:05 PM] Rishitha Kims 2019: Sorry sir, but i am unable to compile data to assess this case study in the PICO format.

[7/29, 8:18 PM] Rakesh Biswas: So then is the study worth it?

[7/29, 8:21 PM] Rakesh Biswas: Why do you think those critically ill people are having pulmonary embolism and dying eventually after 110 days regardless of placebo or anticoagulant used? 

Is it possible that it's not the coagulopathy which is killing them but the sepsis cascade which is also producing coagulopathy as a side effect?

[7/29, 9:59 PM] Rishitha Kims 2019: Severe corona virus maintains common features to sepsis.
Most critically ill patients admitted to ICU showed a dysregulated host response characterized by hyperinflammation, alterations in the coagulation, and dysregulation in the immune response that further contribute to MODS (Multi organ dysfunction failure), like occurs in sepsis. 

Due to virus infection and to MODS in some cases, many patient have meet the Third International Consensus Definitions for Sepsis. 
Some common characteristics with sepsis of respiratory origin, such as dense mucus secretions in airways, diffuse alveolar damage, increased pulmonary inflammation, and high levels of systemic proinflammatory cytokines and microthrombosis, probably as consequence of the increase in angiotensin II and angiotensin-converting enzyme 2 interaction and high levels of interleukin (IL)–6 and other proinflammatory cytokines contributing to *COAGULOPATHY.* 

So, thereby we can say that coagulopathy is a side effect for the sepsis cascade because of the viral infection. 
It is clear that hyperinflammation and coagulopathy contribute to disease severity and death in these patients.

[7/29, 10:02 PM] Rakesh Biswas: Good read. 

But the side effect of coagulopathy may not be responsible for the deaths, which are more likely due to the sepsis multi organ failure

Saturday, July 31, 2021

Evidence based letter of recommendation for a person's competence in clinical medicine for various future options including graduate residency programs

The pandemic has been a boon to evidence based medical education as it has finally compelled every stakeholder to engage in an unprecedented manner that makes for online archival of their learning activities, which serve as valuable material for audit and assessment. 


There is a continuous demand for letter of recommendations from many of our students in their academic pursuits toward greener pastures and in the current standard letter of recommendation described as a template here : http://medicinedepartment.blogspot.com/2021/04/?m=0 ,one can easily notice that there are many areas in the document, which are faith and trust based rather than on data driven evidence. 

It often happens that most program directors don't pay much attention to these knowing well that they are simply fabricated as a template with no department head seriously remembering any of their past thousand or so  students when they revert for the letter of recommendation. This problem can be resolved if the department heads had easy access to some of the original work of their students to refresh their memory? 

We have been working on an evidence based online accessible portfolio for each of the 150 UG (MBBS, BDS) and 10 PG (MD General Medicine) students graduating in medicine from our department every year (our department is among others in the undergraduate medical course that also involves surgery, gynecology, pathology, anatomy etc) and we have made a beginning by encouraging the students of each batch to maintain an open access E log book that documents their real patient centered learning experiences in verbal reports and non verbal presentations or procedural videos to evaluate and archive their competencies in patient care as well as theory driven conceptualizations and peer review competencies evidenced in their monthly summative assessments also accessible in their E logged online learning portfolios that are displayed for each batch entry year wise here :

MBBS 







MD General Medicine :





BDS:



Elective students :


Now if any of the students from the above logged batches (with 150 in each batch) asks for a recommendation it will proceed in an evidence based manner as follows:

Dear Program Director,

    I am pleased to write a letter of reference for Ms/Mr. _________ in her/his 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 ever since in her group of 30 and most of her verbal and non verbal interactions can be accessed here :

http://medicinedepartment.blogspot.com/2021/07/learning-competencies-of-intern-2016.html?m=1with comparable performances of her group members where her performance in our personal assessment ranks at the top 25% of her batch but the link contains all the evidence if one needs to verify and compare for oneself. The final university viva exam that s/he participated in with her entire batch of 150 is archived and available open access here : https://mbbs2k16batchgmpracticals.blogspot.com/2021/05/2k16-batch-gm-university-practical.html



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


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. 


We wish him/her well in a new learning journey perhaps in your own institutional program. 


FAQs and conversational learning on above:


The sample above was shared globally and following are the questions and conversations that ensued that are presented here after deidentifying :

Input 1

[8/3/2021, 9:15 PM] US med school  program director : Interesting concept. Clearly you put a lot of effort in clinical teaching, as well as developing self directed learning habits in medical students. Then packaging that material into objective "evidence based" LORs.

[8/3/2021, 9:16 PM] US med school  program director: The main comments are around usability and comparison. The latter point is less important because it does not matter if the student is top 1% of a poorly trained cohort or bottom 10% in a fantastic cohort.. so, summative assessment rubric is what I am more interested in.

[8/3/2021, 9:18 PM] US med school  program director : In addition to the evidence base the videos and logs also showcase the learning environment from which the student is coming from as well as the students' engagement and performance. Soft things that are difficult to capture or convincingly convey in LOR text.

[8/3/2021, 9:18 PM] US med school  program director: Thanks for sharing all these exciting things that you do.. :)

Input 1a:

1. What is the role of formative assessment versus summative assessment in the overall grading of a student?

"In our department we value the role of formative assessment as it shapes both the candidate's learning as in many ways ours is  assessment for learning rather than assessment of learning.

Having said that we probably fall back on the default setting aka formal university evaluation for most of our official needs where the value of summative is pegged at maximum although as far as the practical exams are concerned it is the formative assessment that gives the head internal examiner (who generally coordinates the summative practical evaluation on the day of the exams), a formative bias that can lift a sinking student on the basis of regular past performances or downsize the game of a lucky one day player who may otherwise take away all the laurels from other better regular students based just on her single day performance. 


2. Which variant of Bloom’s/Anderson’s Learning Taxonomy is followed in defining the Learning Outcomes/Objectives of your students? Can I see a sample of these?

Thanks for this very stimulating question. Would like to point here to one of my past lectures on this topic archived here: https://sites.pitt.edu/~super1/lecture/lec54091/001.htm,
where we have made a case for approaching learning from Bloom level 3 and integrating other levels in the candidate's problem based learning journey. 

3. Evaluation matrix used? Can I see a sample?

Yes I realized that the evidence presented here in the LOR for assessment of the candidate is akin to spreading out all the ingredients for cooking and asking the program director to DIY cook and savor it but may not be feasible for anyone to find the time to do that DIY and we may have to fall back on some evaluation matrix as you hinted. 

We do plan to add more dimensions to the students online learning portfolio as you suggested and hope it becomes a life long learning portfolio for them and they continue to use it to publish and share their work open access even as they become teachers.

As earlier mentioned, we probably fall back on the default setting aka formal university evaluation for most of our needs and we may believe the formal curriculum isn't currently what we desire for our students or patients and our formative assessment is an attempt to improve on the status quo. 

4. Whether all evaluation matrices used are shared at the beginning of each course? 

As this is an evolving strategy for the subsequent batches we do share, while for the earliest batches we may not have been able to make it as clear. 

5. What is the extent of objective and subjective indicators of quality of performance of students in practical tasks?

Very good question. 

Will provide a few samples in student  links below :

Subjective student reported :


Subjective assessment of body language (level of confidence etc) through video links: https://youtu.be/t21gVeCrTKE

Objective peer review assessment by the first student whose work is linked above:

We address all the above issues further in our recent book chapter available full text here : http://medicinedepartment.blogspot.com/2021/06/draft-3a-


Input 2:


The effort to make assessments mire objective is commendable. I can speak primarily to the US experience. My only comment would be that program directors in the US do not have the time to click through all the links and view the assessments. It would be helpful to have a “summary” of the students achievements-i.e. the highlights of the student’s strengths as assessed by the faculty. Specific links to cases/oral presentations can then be used to present evidence of these strengths.

As written currently, the letter is providing links to X or Y and asking the US program director to make an assessment by themselves without providing any information on what the med school faculty/director’s thought about the student’s skills

Sometimes, cultural barriers can affect the assessments when a US prigram directos views the student’s performance and tries to make an independent assessment

For instance, in India, our presentations are relatively deferential to the faculty and we do not raise our voices above a certain decibel when in front of senior doctors. It is quite the opposite in the US (especially in places like NYC-where a lot of Indian graduates train). They may interpret “deferntial” as “not confident” and further interpret “not confident” as “inadequate knowledge.”


Input 3:

 I like the links etc that would help  the program directors in writing  a comprehensive letter of recommendation . Great job in getting all in one place .
When I see the letter on this side I want to see why  this candidate wants to come to my institution and what would she be bringing that will add value and how is she different from the other candidates that are applying . 
Knowing what she has presented/ read is good but I feel that the actual letter that goes out should not have any links attached . 
It could end with “ feel free to call me with any further questions.” 
Let me run this by our residents directors and other who interview candidates . 

Input 4:

Looks authentic and convincing, detailing the curricular achievements of the person getting the recommendation. 
I like the first part where the recommender is detailing his qualifications and his  involvement, which gives the reader a sense of reassurance and honesty from the writer.
A good letter overall