Child Health. Clinician Guide YEAR 4

Transcription

1 Bond University Medical Program Child Health Clinician Guide YEAR 4 Updated 19/12/18

2 Bond University Medical Program Page 2 of 6

3 Child Health Rotation Child Health (Paediatrics) encompasses medical, surgical, subspecialty and community concepts and management. This presents a challenge but also great reward. For some, especially those with limited firsthand contact with young children, approaching paediatrics can produce anxiety. Being comfortable in dealing hands-on with infants and young children can take time. Paediatrics identifies itself as being a particularly holistic practice, not being confined to a single organ system. Issues are addressed not only in the context of the different anatomy and physiology but in the context of the family, wider social circle, and wider society. Psychosocial aspects and normal growth and development of the child are also important aspects to be understood during this clinical rotation. Goals To provide students with the learning opportunities with which to develop the level of competence expected of an intern To foster a comfortable and appropriate approach to history taking and examination for children To provide students with an overview of the most common and important health issues that affect children To encourage a holistic and integrated approach to the management of children and families Timetable and Contacts Students are expected to be present on a daily basis during their rotation. If students are unable to attend for any reason, they are required to advise the clinician, hospital co-ordinator (where available) and the Placements Team at Bond University. Expected experiences for Child Health Learning activities over each clinical placement should include: Paediatric Outpatients Paediatric Unit Ward Rounds Neonatal Unit Multidisciplinary Rounds Developmental Assessment Paediatric Surgery Rostered after-hours on call Bond University Medical Program Page 3 of 6

4 Core Topics and Learning Outcomes Student involvement in the day-to-day care and management of patients provides the best opportunity for learning. Students can acquire a great deal of knowledge through interviewing and examining patients and being involved in clinical decision making at the bed side. As well as being assessed on clinical knowledge, students will also be required to display other professional skills during their clinical placement. Ability to work with peers and the multidisciplinary team, ability to consider the psychological and social impact of the illness on the patient and the family, ability to show empathy and honesty and to offer choices and respect the patient s decision, and also recognise their own limitations and stage of training. Resuscitation Neonatal Resuscitation Immunisation Paediatric Emergency acute asthma septic shock dehydration ingestions burns diabetic ketoacidosis Newborn Going home from hospital & screening examination Nutrition, feeding and growth Jaundice Respiratory distress Asphyxia Infection Common congenital anomalies & genetically determined conditions Nutrition And Growth Neonatal Failure to thrive Iron deficiency Fever, Sepsis & Infectious Disease The presentation of serious bacterial infections Meningitis Respiratory tract infection (croup, bronchiolitis, pneumonia) Urinary Tract Infections, Vesicouretric reflux Gastroenteritis Common childhood viral infections Respiratory Asthma Cystic Fibrosis Neurology Febrile Seizures Seizures and Epilepsy Cerebral Palsy Development Normal Childhood development Developmental Delay Endocrine Type 1 Diabetes Mellitus Hypothyroidism Cardiology Congenital Heart Disease Bond University Medical Program Page 4 of 6

5 Heart Failure Gastroenterology Chronic Constipation Gastro-oesophageal Reflux Paediatric Surgery Intussusception Pyloric Stenosis Malrotation and Volvulus Inguinal Hernia Hydrocoele Undescended Testis Ears, Nose, Throat Middle Ear Disease Child Maltreatment Presentation of Physical Abuse Clinical Supervision and Assessment Formal education sessions will be conducted every week throughout the clinical rotation and will deliver to all students undertaking this rotation (from all clinical sites) a standardised component of the curriculum. The timing and location for these mandatory sessions will be posted on the website. These formal educational sessions should be case based and students should go prepared with relevant case histories and related questions. These cases should be used to assist students: interpret clinical data discuss possible diagnoses discus principles of clinical management discuss medico-legal, ethical, psychosocial aspects of the case During the clinical placement, students will be supervised and ultimately assessed by a Consultant and often with the Registrar from the allocated team. This assessment will occur during and on conclusion of the rotation. The assessment will involve: 1. Supervising and assessing students regarding their clinical history taking and clinical examination skills. Students should be assessed formally on their examination technique on at least two occasions during their rotation. Students should ensure/ request this of the supervising clinician. 2. Monitor students performance and professional conduct during clinical rotations will be collected in Osler eportfolio. Workplace based assessment requirements per rotation include: 2 x ITA (Week 4 formative/week 8 summative) 2 x Clerked Cases (Week 4 formative /Week 8 summative) 2 x Mini-CEX minimum (Student-patient interactions throughout rotation) 1 x Procedural Skill (By Week 6 of the rotation) Bond University Medical Program Page 5 of 6

6 Any concerns regarding any aspect of student behaviour and/or performance should be immediately relayed to the Medical Program Phase 2 Lead. Clinicians Assessment Committee meetings take place at the end of each rotation to discuss the clinical rotations and student performance. The decision of progression of the student will take place at this meeting taking into consideration all their assessment outcomes. All competency assessment is completed on Bond University s Osler eportfolio App/website. The student requests the supervisor to review their assessment via Osler. The supervisor can be a user of Osler (require login details) or be requested as a Guest Assessor ( link to assessment). It is recommended to be set up as a user if completing numerous assessments. Please contact osler@bond.edu.au for further information or to be set up as a user on Osler. Bond University Medical Program Page 6 of 6