PDS UWSMPH
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| show | Ask the patient about the problem, examine the aptient, perform testing, determine the diagnosis, develop a plan with the patient
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| show | Subjective, Objective, Assessment, Plan
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| Summarize three reasons why the history is an important component of the medical encounter. | show 🗑
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| Analyze three purposes for the interview. | show 🗑
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| State the steps to beginning the interview. | show 🗑
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| Integrate non-verbal communication skills into the interview. | show 🗑
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| Construct the 7 main components of the medical history. | show 🗑
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| Develop a framework to facilitate the analysis of complex clinical ethical problems. | show 🗑
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| Apply the “four box” model to systematically contextualize clinical ethical problems, utilizing guiding ethical principles of autonomy, beneficence, non-maleficence, and fairness (justice). | show 🗑
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| show | With faith or trust that information will not be disclosed
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| · Explain why confidentiality is central to effective health care. | show 🗑
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| · Determine criteria for exceptions to confidentiality. | show 🗑
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| · Defend examples when breaching confidentiality might be appropriate. | show 🗑
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| show | screening physical exam, diagnosis, hidden agenda
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| show | consciously acknowledge discomfort, be non-judgemental, get to know patient first, explain reasoning for asking questions
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| show | consciously acknowledge discomfort, be non-judgemental, get to know patient first, explain reasoning for asking questions
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| show | evaluate dietary intake and nutritional status; define need for nutritional intervention or therapy
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| show | reduced immune response, slow wound repair, reduces survival
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| show | marasmus- protein and energy deficiency; kwashiorkor - protein deficiency
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| show | MH, FH, SH, physical activity history, weight history, diet history, medication history
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| show | dietary reference intakes, dietary guidelines for americans, 2008 physical activity guidelines,choose my plate recommendations
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| show | Physical dependence, preoccupation, compulsive use, loss of control
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| show | Screening, brief, intervention, referral to Tx
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| show | improvement in Sx, function, QoL, duration of life
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| · List and define spiritual assessment tools and key mnemonics. | show 🗑
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| Describe the patient-physician interaction as an interface between three cultures: physician’s culture, patient’s culture and the health care culture. | show 🗑
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| Culture | show 🗑
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| · Determine characteristics of a qualified interpreter. | show 🗑
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| · Demonstrate strategies to effectively communicate through an interpreter. | show 🗑
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| show | effective communication may be hindered by language barrier
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| · Illustrate appropriate steps to take when an interpreter is needed but not available. | show 🗑
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| show | o Greet the patient and introduce yourself., o Ask the patient what he/she wishes to be called., o Explain your role as a medical student / purpose of your interview., o Explain that the physician will see the patient following the student intervi
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| show | o CC question: “What brings you to clinic?”, o Agenda-setting question: “What else would you like to discuss today?”, o Open-ended HPI statement: “Tell me more about your… (concern).”, o Ask about location, quality, severity, timing, context, asso
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| · Interview skills to demonstrate. | show 🗑
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| show | o Adult medical conditions, o Major childhood illnesses, o Current medications, o Surgeries, o Major injuries, o Hospitalizations, o Immunizations, o Allergies / reactions
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| show | o Hereditary diseases, o Familial illnesses, o Family traits, o Illnesses that have a profound effect on the patient’s psychological environment such as psychiatric disorders and substance abuse.
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| · Interviewing techniques to practice (build on previously learned techniques): | show 🗑
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| show | o Greet the patient and introduce yourself., o Ask the patient what he/she wishes to be called., o Explain your role as a medical student / purpose of your interview., o Explain that the physician will see the patient following the student intervi
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| · Demonstrate asking the Chief Concern element of the medical interview. | show 🗑
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| · Demonstrate asking the Agenda-setting questions of the medical interview. | show 🗑
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| · Demonstrate the History of Present Illness element of the medical interview. | show 🗑
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| show | o Practice asking about adult medical conditions, major childhood illnesses, current medications, surgeries, major injuries, hospitalizations, immunizations, allergies / reactions.
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| show | o Practice asking about hereditary diseases, familial illnesses, family traits, and illnesses that have a profound effect on the patient’s psychological environment.
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| show | o Focus on specific episodes of illness, injury and hospitalization., o Use appropriate eye contact/body language, o Attend to patient’s body language/non-verbal communication.
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| · Demonstrate the SH elements of the medical interview | show 🗑
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| · Recognize and identify patient/physician barriers in obtaining an adequate social history. | show 🗑
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| · Interviewing techniques to demonstrate (build on previously-learned techniques): | show 🗑
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| show | Home, Eductation/Employment, Activities, Drugs, Sexuality, Suicide/Depression
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| Intro | show 🗑
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| show | Open ended question (CC), set agenda, open ended statement re:CC, location, quality, severity, timing, context, associated signs, better, worse, Tx thus far, impact, patient's perception, summarization
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| PMH | show 🗑
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| FH | show 🗑
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| SH - Current Lifestyle | show 🗑
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| SH - Risk Factors | show 🗑
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Created by:
rieves
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