Transcript an integrated case - Faculty of Science

TEACHING CLINICAL PROBLEM SOLVING TO VETERINARY
SCIENCE STUDENTS PRIOR TO THEIR CLINICAL YEAR:
AN INTEGRATED CASE – BASED APPROACH.
CLINICAL PROBLEM SOLVING
A fundamental skill for
PROFESSIONAL PRACTICE
ANALGESIA REVIEW FORM
DATE:
__________________
BODY WEIGHT (kg):
____________
ANAESTHETIST: _____________
LOCATION: _____________
STUDENT:
___________________________
PROCEDURE:
___________________________
VETS4111: VETERINARY ANAESTHESIA
HISTORY/PROBLEMS: _______________
SUBJECTIVE FINDINGS: BEHAVIOUR RESPONSE TO TOUCH
OBJECTIVE FINDINGS: HR PR Qual CRT MM Col RR Temp
OTHER
So how do we teach students to think like clinicians & make clinical
decisions when they have no clinical experience?
Practical classes expose students to the equipment and
techniques used in anaesthesia. Technical skills are an
essential part of the student’s professional training.
Small
group
learning
Part of the problem solving process during tutorials and
lectures is discussing what information, tools and skills
are required to manage a particular case.
The ‘tools of the trade’ are introduced and the ‘skills of
the profession’ practiced in the these classes.
CLINICAL LEARNING
SESSIONS
Pre clinical students working in pairs:
• Examine, evaluate and plan an anaesthetic
regimen for a patient scheduled for
anaesthesia.
• Assist technicians with setting up of
anaesthetic machines and preparation for the
day’s cases.
• Review case files from the previous day to
look at analgesia plans, anaesthetic records,
sedation protocols and comment on their
effectiveness and any complications that may
have risen.
PAIN ASSESSMENT:
(NO SIGN OF PAIN)
(EXTREMELY PAINFUL)
1
2
3
4
5
PERI OPERATIVE ANALGESIA PLAN (include drug and route &
frequency of administration)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
EVALUATION:
_________________________________________________
ALTERNATIVE ANALGESIA PLAN (Include reasons as related to this
patient)
(DRUG, ROUTE, DOSE RATE, FREQUENCY)
ADV
DISADV
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________________________
CONSIDERATIONS/ANTICIPATED COMPLICATIONS:
______________________________________________________________
______________________________________________________________
________________________
Worksheets such as this are completed
by students during the sessions.
Case selection is based on
clinic activity and lecture
content for that week.
PRACTICAL
CLASSES
Cases that students review or are
involved with, are then used as a focus
for discussion in lectures and
tutorials.
LECTURES
CONCLUSIONS
This unit of study:
TUTORIAL
CLASSES
Tutorial 2: Morbidity & Mortality
Case 1: ‘Merlin’ Celeste
A 15-yo black, male neutered, DSH cat.
Presenting complaint:
rapidly growing mass on RHS upper lip/face
The mass was previously diagnosed as a
squamous cell carcinoma The owner,
although eccentric, was very keen to explore
all options for her cat.
Students work in groups of
10 to discuss key focus
points and come up with
realistic case management
plans. These are shared
and compared within the
larger group (40 students)
before the actual outcome
of the case is revealed.
Large
group
learning
• integrates a number of different learning opportunities, to
maximise student participation and ensure learning
outcomes are achieved.
• has a strong clinical focus. At every level, learning
activities are designed to stimulate inquiry.
Students are more attentive and focussed, and any
knowledge they gain during one session is carried forward
and used in the next.
ACKNOWLEDGMENTS
The author is grateful to the Thyne Reid Innovative Teaching Unit for the technical and financial support
they have contributed to the design and delivery of the new curriculum; and to the students who continue to
inspire and motivate the author to strive for the achievement of quality learning outcomes.
Dr Sanaa Zaki
Lecturer in Veterinary Anaesthesia
Faculty of Veterinary Science
Patient case files from the University Veterinary Centre
are presented as a clinical problem, to highlight key
concepts in anaesthesia. Students see the outcomes of
real decisions made on real animal patients.
They have the opportunity to follow up cases by viewing
the hospital computerised records or even visiting the
patient in hospital.
Student input during these sessions centres on their
involvement with cases in the Clinical Learning Sessions.