"Let's evaluate the provided writing of the intern both in terms of Bloom's taxonomy and the specified rubric questions:
**1. Bloom's Taxonomy Evaluation:**
- **Knowledge (Remembering):** The intern successfully gathers basic patient information such as history, presenting complaints, personal and family history, and examination findings. This demonstrates knowledge application at the remembering level.
- **Comprehension (Understanding):** The intern understands the patient's condition by correlating the symptoms, physical findings, and laboratory results. This level of comprehension is evident in the diagnosis section.
- **Application (Applying):** The intern applies medical knowledge by ordering relevant investigations like serology, RBS, B.urea, S.Cr, and ECG, and interprets these results to make a diagnosis. They also prescribe medications and treatment, which reflects the application of medical interventions.
- **Analysis (Analyzing):** The report lacks in-depth analysis of the patient's condition. While a diagnosis is provided, there is limited discussion of the underlying pathophysiology or potential differential diagnoses. An in-depth analysis would involve considering various possibilities and critically evaluating them.
- **Synthesis (Creating):** The intern does not demonstrate synthesis in the report. They do not connect the patient's condition to broader medical concepts or research. Synthesis would involve exploring how this case fits into the larger context of COPD, acute cor pulmonale, and other related conditions.
- **Evaluation (Evaluating):** The report does not include an evaluation of the effectiveness of the treatment plan, the potential complications, or the overall management strategy. This is an important aspect that could improve the report's quality.
**2. Rubric Evaluation:**
- **General Knowledge Learning Points:** The report provides basic information about the patient's condition, such as symptoms, examination findings, and lab results. However, it lacks insights into the broader implications or epidemiology of COPD or acute cor pulmonale. It also doesn't reference external sources or guidelines for further context.
- **Discovery-Driven Learning Questions:** The report mentions the patient's history and symptoms but does not delve into specific questions related to the internal or external medicine aspects of the case. It could benefit from exploring questions like the cause of the acute exacerbation, the role of smoking cessation, or the relationship between COPD and heart failure.
- **Clinical Complexity:** The report briefly touches on the patient's clinical complexity, mentioning comorbidities like diabetes and hypertension. However, a deeper analysis of the biological, psychological, and social aspects of the patient's condition is lacking.
- **Thematic Analysis:** The report does not conduct a thematic analysis of the patient's case or identify overarching themes that could provide insights or guidance for future management.
- **Impact on Patient Outcomes:** The report does not discuss the potential positive or negative impacts of the diagnosis and treatment on the patient's short-term and long-term outcomes.
- **Competence of the Intern:**
- (i) **Competence in Data Capture:** The intern successfully captures the patient's data, including history, examination findings, and lab results.
- (ii) **Competence in Asking Questions:** The report lacks in-depth questioning and exploration of the case. It does not effectively sort themes for thematic analysis.
- (iii) **Competence in Finding Answers:** The intern makes a diagnosis and prescribes treatment but does not engage in in-depth analysis or exploration of new knowledge.
- (iv) **Competence in Communication:** The report could improve in communicating the case's learning points effectively, particularly in relation to how the findings could influence patient outcomes and future research.
In summary, while the medical report demonstrates competence at the knowledge and comprehension levels of Bloom's taxonomy, it falls short in terms of analysis, synthesis, and evaluation. Additionally, it lacks depth in addressing the rubric's questions related to clinical complexity, thematic analysis, and the impact on patient outcomes. Enhancing critical thinking and providing more comprehensive insights would improve the report's quality."
B) Evidence based date wise workflow logs collated by the intern with clickable and verifiable links
C) Anecdotal self reflections on their internship learning with some video evidence of procedures performed
1) Self reflective writing on their medical student career
2) Evidence based date wise workflow logs collated by the intern with clickable and verifiable links
3) Anecdotal self reflections on their internship learning with some video evidence of procedures performed
4) Case based OSCE along with
Bloom's learning levels achieved
3)
A) Self reflective writing on their medical student career
B) Evidence based date wise workflow logs collated by the intern with clickable and verifiable links
C) Anecdotal self reflections on their internship learning with some video evidence of procedures performed
D) Case based OSCE along with Bloom's learning levels acheived
To all interns (past, present and future):
In our 360 degree learning completion assessment, leaves don't matter as much.
What you learned during your internship matters most along with evidence of your learning experiences in your online learning portfolio.
Check out the 4 online portfolios by Nikhil Sai and 3 others posted in this ward group and start providing your peer review feedback on each of them as already demonstrated above by @Rahul healthcare 2.0 as a start and continuation of your osce.
Osce will never be completed till the end of their internship. It can only be started. The earlier the start more the advantage to the learning ecosystem.
We shall only declare the results around who did well (and may get to present in the optimizing clinical complexity 2024 CPD) and who got 30 days extension all with user driven evidence for this current group of 30 by 30th September.
Each Intern will get 4 chances to complete their 30 day extensions well and after 4th attempt may again have to give UG NEET (worst case scenario)!
Let me also red flag the one's started as well as at risk : 👇
1) @~Nikhileshwar K
2) @~Madugula Vineeth
3) @~Santhoshini Madupu
4) @~Bhargavi
5) @~Hemanth Mandava
6) @~Bhavya Popuri
7) @mahitha
8) @~Tejaswini Kandhada
9) @~ASHRAF
10) @~Prasanna
11) @~Keerthana
12) @Metapsyched Intern (not Metapsychist)
13) @~Lasya Reddy
14) @Sampath Kasarabadha Kims 2018 UG
15) @~Cherish Kandru
16) @Nikhilsai Karnati 2018 Kims UG
17) @~Bindu
18) @~Khushi Tulsyan
19) @~Nischal cyril
20) @~Aarthi Priyanka
Extended 30 days:
21) @~Yamini
21a)@~Bhargavi
Extended 45 days
22) @Pardhu
Background : [9/18, 9:20 PM] PG Medicine Haripriya KIMS 2021: @~Keerthana @~Madugula Vineeth
@mahitha
@Nikhilsai Karnati 2018 Kims UG
Get ready with your opd and ward cases tomorrow morning at 10:00am for your assessment..
[9/18, 9:36 PM] Rakesh Biswas: Please be ready with as many opd and IPD cases as you can.
The osce doesn't end tomorrow. It continues with your continued sharing on those and other new cases over the subsequent days
[9/18, 10:30 PM] Rakesh Biswas: The following sample links are what needs to be seen in every intern's online learning portfolio before making them eligible for the internship completion:
1) Self reflective writing on their medical student career
2) Evidence based date wise workflow logs collated by the intern with clickable and verifiable links
3) Anecdotal self reflections on their internship learning with some video evidence of procedures performed
4) Case based OSCE along with Bloom's learning levels acheived
