101 Things To Do with Spare Moments on the Ward E-Book

Dason Evans

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2012

Seitenzahl: 259

Beschreibung

Here are 101* of the best ideas to make the most effective use of your time on the ward. Over 250 contributors, including students, doctors, nurses, pharmacists, and therapists from 18 countries, help make you the finest doctor you can be! Pocket-sized for 'dipping into' during a spare moment or a couple of hours on the ward, this short guide is ideal for medical students on rotation or junior doctors who wish to boost learning and motivation. *There are actually 100 ideas. Now it's your turn to develop tip 101! Submit your ideas to www.101things.org

Leseprobe

Table of Contents

Cover

Epigraph

Title page

Copyright page

Foreword

Abbreviations and Medical hierarchy

Abbreviations

Medical hierarchy

Introduction

For students

For staff

Acknowledgements

Table of tasks

Section 1 TEACHING, TESTING AND LEARNING

Theme: memory aids and mnemonics

Theme: building quizzes

Theme: e-learning resources

Section 2 CLINICAL COMMUNICATION

Theme: narrative – the patient’s story

Theme: preparation

Theme: history taking

Theme: observing communication

Section 3 PHYSICAL EXAMINATION

Theme: peer practice for physical examination

Theme: examining patients – systems examinations

Theme: examining patients – holistic assessments

Theme: spot diagnosis

Theme: exploring around the patient

Section 4 PRACTICAL PROCEDURES

Theme: know your equipment

Theme: peer practice of practical skills

Theme: hidden teachers, hidden opportunities for practical skills practice

Theme: infection control

Section 5 PRESCRIBING

Theme: navigating around the drug chart

Theme: preventable human errors in prescribing

Theme: your peripheral brain – the BNF (British National Formulary)

Theme: hidden teachers in pharmacology

Theme: transition to junior doctor

Section 6 BEING CURIOUS

Theme: a doctor’s best friend: the nurse

Theme: who are the players?

Theme: communication

Section 7 DATA INTERPRETATION

Theme: patient notes

Theme: patient ECGs (Electrocardiogram)

Theme: imaging

Section 8 GETTING TEACHING

Theme: motivating people to teach you

Theme: finding other teachers

Section 9 EFFECTIVENESS AND EFFICIENCY

Theme: knowing your own motivation

Theme: fun and flippant suggestions

Theme: never too early to think about your future

Theme: organisation and efficiency

Section 10 OVER TO YOU

Index

To Tina and Tony Evans, who have been both blessed and cursed by never having had a bored moment with nothing to do. Without them, this book would never have been written.

Dason Evans

To my wife, sister and parents for their everlasting love and support.

Nakul Gamanlal Patel

This edition first published 2012 © 2012 Dason E Evans and Nakul Gamanlal Patel

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Library of Congress Cataloging-in-Publication Data

Evans, Dason.

 101 things to do with spare moments on the ward / Dason E. Evans, Nakul Gamanlal Patel.

p. ; cm.

 One hundred one things to do with spare moments on the ward

 One hundred and one things to do with spare moments on the ward

 Includes bibliographical references and index.

 ISBN-13: 978-1-4051-5985-2 (pbk. : alk. paper)

 ISBN-10: 1-4051-5985-5 (pbk. : alk. paper)

ISBN-13: 978-1-1183-0649-9 (epdf)

ISBN-13: 978-1-1183-0650-5 (epub)

ISBN-13: 978-1-1183-0648-2 (mobi)

 I. Patel, Nakul Gamanlal. II. Title. III. Title: One hundred one things to do with spare moments on the ward. IV. Title: One hundred and one things to do with spare moments on the ward.

 [DNLM: 1. Education, Medical. 2. Clinical Competence. 3. Learning. W 18]

 LC-classification not assigned

 610.72′4–dc23

2011024776

A catalogue record for this book is available from the British Library.

Foreword

This is an extraordinary book built around quotations from medical students and turned into a beautifully woven catalogue of learning opportunities around the ward. Walking to the wards to teach medical students, I often ask ‘what did you learn yesterday?’ The answer is often ‘I went home as the teaching was cancelled and there was nothing to do’. A source of great sadness to me and, dare I say it, almost equivalent to a child saying ‘I am bored’ with the hidden implication of ‘… entertain me’. There is just so much going on in both the hospital and primary care settings that I am often left speechless. But, was I too harsh in my judgement? If students did not know what the learning opportunities were, or indeed, how to find them, then their reply to me was hardly surprising.

This book aims to redress this gap and made me realise that my irritation was, indeed, harsh. It carefully points out the opportunities available but often so invisible to a young student’s inexperienced eye. Quietly surveying the hive of activity from the end of a ward makes it easier to spot points of interest, almost like a game – the nurses giving out medications, pharmacists doing chart rounds, doctors doing ward rounds, the social worker enquiring about the domestic situations of patients about to be discharged, the ECG technician or junior doctor doing an ECG, the F1 doctor looking at an X-ray, and above all, patients lying in bed dying for someone to chat to them about their condition or just about anything! All useful opportunities that cannot be learned from textbooks, but which could make the learning easier with practical examples from real life.

What I liked most about this book is that the suggestions for these learning opportunities came mostly from medical students themselves. They had discovered them on their own and were passing them onto other student colleagues as suggestions for that spare moment that should not be wasted! The chapters address communication, examination and procedures to prescribing, data interpretation and how to motivate people to actually teach you. A host of useful hints and suggestions set out in a most readable way and suggested by student peers. Suggestions that you could follow up alone, or indeed learn in a two-way conversation with a friend.

I think this book will certainly have a niche in the texts available for students to buy. It is well set out, eminently readable and, fun! There is so much to learn and so little time to do so, so why not spend it on the wards and learn from clinical practise? The authors of this book tell you how!

Parveen J Kumar CBE, MD, FRCP, FRCPE, FRCPath

Professor of Medicine and Education

Barts and the London School of Medicine and Dentistry

Queen Mary, University of London

London

Abbreviations and Medical hierarchy

Abbreviations

A&E– Accident and EmergencyABG– Arterial Blood GasABPI– Ankle–Brachial Pressure IndexAbx– AntibioticADL– Activities of Daily LivingAFP– α-FetoproteinAIDS– Acquired Immune Deficiency SyndromeBBB– Bundle Branch BlockBMA– British Medical AssociationBMJ– British Medical JournalBNF– British National FormularyBP– Blood PressureBPM– Beats Per MinuteCOPD– Chronic Obstructive Pulmonary DiseaseCT– Computerised TomographyCTPA– Computerised Tomography Pulmonary AngiogramECG– ElectrocardiogramERCP– Endoscopic Retrograde CholangiopancreatographyEWTD– European Working Time DirectiveFBC– Full Blood CountU&Es– Urea and ElectrolytesGALS– Gait, Arms, Legs, Spine examinationGI– GastrointestinalGP– General PractitionerHAI– Hospital-Acquired InfectionHR– Heart RateIM– IntramuscularINR– International Normalised RatioITU– Intensive Therapy UnitIV– IntravenousIVP– Intravenous PyelogramJVP– Jugular Venous PressureMAU– Medical Assessment UnitMDT– Multidisciplinary TeamMI– Myocardial InfarctionMRI– Magnetic Resonance ImagingMRSA– Methicillin-Resistant Staphylococcus AureusNG– NasogastricNHS– National Health ServiceNPSA– National Patient Safety AssociationNSAID– Non-Steroidal Anti-Inflammatory DrugOGD– Oesophago-Gastro-DuodenoscopyOSCE– Objective Structured Clinical ExamPACS– Picture Archive and Communication SystemPALS– Patient Liaison ServicePE– Pulmonary EmbolusPMH– Past Medical HistoryPPE– Peer Physical ExaminationRPM– Rate Per MinuteRR– Respiratory RateSALT– Speech And Language TherapySSC– Student-Selected ComponentSTEMI– ST-Elevation Myocardial InfarctionSTI– Sexually Transmitted InfectionTEDS– Thromboembolic Deterrent StockingsWHO– World Health Organisation

Medical hierarchy

CON– ConsultantF1 or FY1– Foundation Year 1MMC– Modernising Medical CareersPRHO– Preregistration House OfficerREG– RegistrarSHO– Senior House OfficerST3– Specialist Training Year 3STR– Specialty RegistrarSPR– Specialist Registrar

Introduction

The idea behind this book was born some years ago, when one of the authors was talking to a tutee. When asked about what he had done the day before he said:

I went home early, as teaching was cancelled, nothing was happening and I was bored.

On talking to other students and, indeed, from our own recollection of medical school, this was clearly a common phenomenon. This student was surrounded by possibilities for learning, but didn’t see any of them; nothing was happening. This anecdote is not, in any way, meant as a criticism of this student, or even students in general; it is just the way that things are. It was thanks to this student that the idea of this book was formed.