Experience:
Patients are interviewed by the learner and s/he also creates their HIPAA
de-identified online-health-records that may contain their history and clinical
images other than their investigations
Past patient experiences by Dr Jyoti Tripathi recorded online here: https://plus.google.com/109363683741842663030/posts
Reflection-
Here the learner is concerned with how things happen by
attempting to see them from different perspectives and relying on one’s
thoughts, feelings and judgement. (Reference 1)
Jyoti Tripathi Sir
before meal sugar normal rh tha...bt after meal sugar 200 ke uper aati h ..
aisa kyo ho rh h...
Rakesh Biswas Meal
khane ke baad sabhi ki sugar badhti hai. Isliye kaide s ehar meal se pehle
extra insulin ki zaroorat padhti hai jisePrakhar ne
add bhi karwaya tha. Kya aajkal patient ko woh mill nahi raha?
Arun Chaudhary Sir
...per day me ..3 times milta h ...8 unit ..before brkfst .....8 unit before
lunch .....and sir ..8 unit ..before dinner ....sir
Prakhar Gupta Sir
before short meals bhi hai and they give it to him. But problem ye hai ki wo
randomly snacks kar leta hai
Rakesh Biswas Step
1--Pehle unki vartaman sthiti ka mulyankan kijiye: Kyon hua hai yeh kidney
problem? Aur kya janchon se yeh pata chal sakta hai. Kaun si chapter mein yeh
padha ja sakta hai? Patient had features of glomerulonephritis in the urine RM
with nephrotic range proteinuria and active sediment in the form of RBCs. So i
guess you can begin finding the answer to step 1 by googling each of these
individually and then share with us what you learn about it here before we can
move on to step 2. Please others (Arun, Madhavi, Arjun, Arti, Niranjan attendance will be given only if you participate here daily.
Rakesh Biswas Google
it and let us know. Prakhar already mentioned the answer once in the rounds 3 days back
Conceptualization-
Here learning is achieved by rigorous thinking
(reflecting), using a systematic approach to structure and frame the phenomena
being experienced. Emphasis is placed on the definition and classification of
abstract ideas and concepts, aiming at precise conceptual categories.
(Reference 1)
Mechanisms of Blood sugar control
Approach to a patient of renal failure
Action-
The learner attempts to influence people and change
situations as necessary. (Reference 1)
Cognitive/Intellectual
Action
Taking patient histories (in patient’s voice) and
taking clinical images and recording them in blogs
Using structured templates to record patient findings
such as Mini-mental scores, depression scores, quality of life scores etc
Making an optimal assessment and plan for the patient
Rakesh Biswas Unka
ECG hua hai? Idhar please share kijiye aur saath mein unka fever chart bhi.
Objective data matlab yeh hain (aur unki cpmplaints subjective hain). Sahi
interpretation ke liye dono ka hona zaroori hai.
Rakesh Biswas Pot
klor syrup se bhi zaroori hai unka khana lena. Unse kahiye agar woh muh se nahi
le rahe hain to RT daalna hoga.
Jyoti Tripathi Prakhar
sir ne bhi pt dekha h....or pani n khane ka bola h...bt 1spoon pani lene ke bad
mna kr diya
Writing an order for pharmacological therapy (only for
those with a licence in that particular medical stream in which the
prescription is being provided)
Physical/Motor Action:
Assisting in data collection not only directly from the
patient’s bedside but also from the patient’s radiology, labs and procedures
and documenting it with images
Performing physiotherapy (only for those with a licence)
Learning points-
These can be either based on the case or the number of
learning points gained by the learner during the entire week.
Renal
failure approach
Dressings
Insulin
therapy mechanisms and dose adjustment
Reference:
1) Kohonen,V. 2009 Learning
to learn through reflection – an experiential learning perspective. Full text
downloaded on March 28th 2016 from http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/05/Supplementary%20text%20E.pdf
Further
reading:
Methodological differences that our 'constructivist' program
has with traditional programs here in this link:http://images.slideplayer.com/10/2754034/slides/slide_20.jpg
Portfolios: Learning and Assessment in Medical Education
Catherine Moltzan MD FRCPC: downloaded on March 28th 2016
from https://umanitoba.ca/faculties/health_sciences/medicine/education/pgme/media/Portfolio_Presentation_copy.pdf
Images of Portfolio Based
learning: http://image.slidesharecdn.com/dublin2016-balancing-160323110905/95/dublin2016-balancing-2-638.jpg?cb=1458731715,
Sample ‘patient-information-communicator’
weekly-learning-portfolios recorded here:
http://userdrivenhealthcare.blogspot.in/2016/03/assessment-of-patient-information_28.html
http://userdrivenhealthcare.blogspot.in/2016/03/experience-patients-are-interviewed-by.html
http://userdrivenhealthcare.blogspot.in/2016/03/assessment-of-patient-information.html
http://userdrivenhealthcare.blogspot.in/2016/03/assessment-of-patient-information_87.html
http://userdrivenhealthcare.blogspot.in/2016/03/experience-patients-are-interviewed-by.html
http://userdrivenhealthcare.blogspot.in/2016/03/assessment-of-patient-information.html
http://userdrivenhealthcare.blogspot.in/2016/03/assessment-of-patient-information_87.html
Sample UDHC Case-study: http://userdrivenhealthcare.blogspot.in/2016/03/udhc-case-study-from-online-patient.html
Check-list for patient-safety near miss reporting (toward
quality improvement):
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