Sunday, July 7, 2013

Workflow for ArogyaUDHC rural user interaction with medical student users managing ArogyaUDHC

Here is the current workflow for ArogyaUDHC rural user interaction with medical student users managing ArogyaUDHC:

As an online-physician in-charge of rural Indian patients located in the area pincode-736 who approach us for help through  ArogyaUDHC, i receive the de-identified patient information along with signed patient authorization through an email from our social worker in Mathabhanga. His current internet access issues make it difficult for him to post directly to our site http://care.udhc.co.in.

I forward all these emails carrying patient data as attachments (with the signed patient consent) alternately to our medical student site managers, Kaustav, Arko and Deepanjan (three current active members but i am sure many more shall join soon and depending on exam demands we may have to rotate our student volunteers).

The subsequent steps for the medical student volunteers are:

a) Transcribe and translate the patient's handwritten letter/history and provide a summary of his problem inputs and paste it to the UDHC narrative page along with uploading the signed 'informed-consent-authorization' from the patient as well as all the reports that are sent to you after de-identification by the social worker (de-identify them further if you find any gaps after close inspection of all the attachments including the patient's handwritten letter).

b) Once this is done and your upload is approved by the moderator/physician in charge for this particular pin-code (which currently is me), please post the link to tabula rasa and try to build up a discussion (aka patient-data-processing) that can benefit our patients to the maximum by chiefly focusing on helping to answer the patient's needs reflected in his/her uploaded narrative. See some of the current ongoing discussions around the ArgoyaUDHC patients in tabula-rasa or perhaps look at this sample case here: http://care.udhc.co.in/INPUT/displayIssueGraphically.jsp?topic_id=273&solution_id=68

Pasted below is how this patient input linked above (input from the father of a 49 day old child) was briefly processed after being posted to tabula-rasa (our social media based processing forum)

This is the processing through our email forum:

Email Input1 below:

Date: Fri, 12 Apr 2013 21:33:06 +0530

What I understood was that this is a 6 weeks old baby born at term and low
birth weight, had some feeding difficulties and has persistent jaundice
that is direct.The important causes to consider are intrauterine infections, i.e. Rubella
and CMV mainly, billiary atresias, intra or extrahepatic as gall bladder
visualised extrahepatic unlikely and also to rule out galactosemia. Out of
all the causes high possibility of CMV Needs a complete physical examination, eye examination, urine for reducing substance and further imaging of liver if indicated. Further prognosis depends on the cause

 
Email Input 2 below:

Date: Sat, Apr 13, 2013 at 11:56 AM

Eye examination should include - e/o cataract, chorioretinitis,
posterior embryotoxon
CMV IgM is essential
LFT- serum albumin and serum gamma glutamyl transferase are important.
Benedict's test for reducing substance in urine should be done after
pretreatment of urine with conc. Hydrochloric acid to be able to
detect lactose.
Regarding the baby's appearance, does she resemble any of her parents
or other relatives? Is her facial appearance- abnormal?
Is the baby feeding poorly now?
If yes, since when?
Is it after starting Gardenal? Is the baby still on Gardenal? If yes,
how many ml in a day?
Is the poor activity only during fever and cold episodes?
How many times does the baby pass urine in 24 hours?
It would be useful to document the weight weekly on follow up.
Has she been prescribed vitamin A & vit D? (it is not clear from the
prescriptions)
It is important to give her weekly vitamin K injections


Email Input processing 3 (A Relevant Note of Dissent during this processing on email that i couldn't help sharing here)

Date: Sat, Apr 13, 2013 at 3:26 PM

...Also this only reflects opinion of one person and does not reflect evidence of any kind (as evidenced by the mail given below). Is this the kind of output UDHC is looking forward to give  ? I thought it is all about evidence based medicine and not opinions !!

I also doubt how impractical these suggestions are.. like CMV IgM.

I couldn't resist sharing the last input above in spite of the danger that it is disruptive and can cause confusion understanding the workflow.  The dissenter (it is always useful to have them around) raises interesting issues around practice based evidence. The fact that even a patient's history and reports are a 'particular' piece of 'individual' evidence currently remains unacknowledged by mainstream Evidence based medicine EBM (although Dr Huw, Editor of the Oxford Handbook of Clinical Specialities has recently discussed this on the Oxford UK based EBM listserv).

c) Once the medical student volunteer managing the case-information online is satisfied that the discussion/data-processing has reached an optimum climax to generate a reasonable initial output for the patient please prepare a summary output and (this part is very important) after sharing it with the online-physician in charge of this area-pin-code

Based on these inputs our Outputs to the patient and his local physician is posted here:

http://care.udhc.co.in/SOLUTION/viewSolution.jsp?topic_id=273&solution_id=80

d) Very often we can take care of most of our patients' requirements this way online but once in a while these patients may want to visit us to seek direct care and the same patient (49 day old child) also came for a visit and by that time he had become a week older and here is the current update posted on 26 May, 2013 http://care.udhc.co.in/SOLUTION/viewSolution.jsp?topic_id=273&solution_id=68

e) The entire case can be written for BMJ or IJUDH and co-authored by those involved in the care of this patient (including the medical students managing the website) and authorship will be allocated as per these guidelines:

See link: http://www.icmje.org/ethical_1author.html

Authorship  credit can be obtained for 1) contributions to conception and design, analysis and interpretation of narrative-data; 2) drafting the article or revising it critically for important intellectual content; and 3) final approval of the version to be published.

Friday, July 5, 2013

An Indian MD-Phd program vs a Translational clinician-scientist entrepreneur TCSE India program

This idea (below) not only emerged from the recent discussion on developing an MD-Phd program in India but also with a subsequent realization that there was a large population of MSc and MBBS graduates who were unable to join Phd or MD programs in India due to the standard entrance bottle-necks and they could benefit from an entrepreneurial career path.

The idea is to develop an entrepreneur program for this large segment of students that enables them to stand on their own feet and helps India to stand on its own feet. Perhaps one can write a DBT/DST/ICMR project proposal to gain permission for beginning this?

The focus of this program would lie in answering patient health-care requirements through innovative low cost solutions that the student entrepreneurs would develop and incubate through a start up that can be supported by the DBT/DST/ICMR funding (or bank loans obtained by the student entrepreneurs). This can by backed by an Institute providing the bench/laboratory with academic guide (such as Indian Institute of Science, PGIMER or IIT etc) as well as an Institute providing the bedside clinical platform with clinician-academic guide (my university in Bhopal where i practice?).

Brief outline of Structure/Curriculum:

At the very beginning of the TCSE program students can be coached through a clinical rotation to identify requirements (problems that require doable solutions) in specific patient-populations.

Through a case study approach, these students could make attempts to find which of these patient-problems can be offered optimal innovative solutions by the MSc or MBBS students themselves. Here is a brief outline designed by us on the different clinical areas these students would need to touch on in order to get a good idea of the patient's requirements: http://journals.bmj.com/site/marketing/landing-pages/Indian_Caseelectives.xhtml

Although the outline highlights what medical students may learn on a short elective, it very much covers what is essential clinical learning to approach any clinical problem. This is detailed further in a recent lecture to KMC Manipal here:http://www.pitt.edu/~super1/lecture/lec50421/001.htm

We have already incubated an entrepreneurial solution to patient-problems using a web based information sharing platform http://care.udhc.co.in/ that engages a “Trained Community Health Entrepreneur”(TCHE) under an income generating, social-enterprise model for rural India (details here: http://www.missionarogya.org/p/arogyaudhc.html) and the TCSE model is in many ways an extension of this, only the TCHE may require just a high school background whereas a TCSE is a post graduate and potential Phd-MD who is willing to take the entrepreneurial route.
This course may not have a fixed time bound curriculum and the TCSE can choose to take the necessary amount of time required to achieve his/her entrepreneurial aspirations that would depend on a) his/her identification of the problem for which s/he would like to develop a solution ( this would be during the clinical rotation phase in an Institute providing the bedside clinical platform and clinical academic guide) b) Developing the solution (the bench phase in an institute providing the bench/laboratory and academic guide) and c) marketing the solution to the identified patient population( a large fraction of who could be tapped from the patient population in the institute where the TCSE learned to identify the patient problem).
If we can obtain the official permission formalities, I can guide the initial clinical phase of this program voluntarily and if you are willing to guide the bench phase in your institute (or suggest someone close to Bhopal) we could quickly pilot this?


Do let me know your thoughts.


Thursday, June 27, 2013

The Radiopathology of Medicine

In the near future, with further development of technology, radiology will be able to not only comment on macroscopic pathology but microscopic pathology as well. Pathology would need to become an integral part of Radiology at that time.
Carrying this futuristic speculation further...there will be a phase when radiopathology shall become a single discipline and due to technology it is possible that the computer will also be able to label each and every finding be it macro or microscopic radiology (Not necessarily pure AI but even current generation 'user driven Web 2.0 has the same potential),making it easier for everyone to learn radiopathology so much so that the current generation of physicians who are heavily dependent on radiologists and pathologists will become independent and radiopathologists will be forced to
become physicians again.

Wednesday, June 5, 2013

BMJ Case Reports approach to clinical problem solving in http://care.udhc.co.in/

Welcome to our UDHC network. Thanks for joining.

I am forwarding a potential case-report currently emailed by our social worker from Mathabhanga. Please help this patient (see details attached) to arrive at an innovative solution for his low back ache.

The steps toward this are:

a) Transcribe and translate the patient's handwritten letter/history and provide a summary of his problem inputs posted to the UDHC narrative page. (similar to what has been recently done by Deepanjan here: http://care.udhc.co.in/INPUT/displayIssueGraphically.jsp?topic_id=313

b) Search for current best evidence for diagnosis and further management of lumbar canal stenosis (something of the sort provided here:https://www.ecri.org/Documents/EPC/Diagnosis_and_Treatment_of_Degenerative_Lumbar_Spinal_Stenosis.pdf and as well as other evidence of 'innovative therapy discussed in social media sites on low-backache and lumbar stenosis (see this link to a recent BMJ Case Report from university of Sheffield detailing a process of social media data matching that the Sheffield team did along with their patient of chronic abdominal pain labeled IBS:http://www.ncbi.nlm.nih.gov/pubmed/23239770)

c) Match your available individual patient data to generalizable patient data/current best evidence available online

and

d) Come up with a contextually matched patient management plan. Send it as an output1 (back to the patient through the social worker and his local physician) after getting moderator clearance (the current moderator for 726 area PIN code is me) and follow up the response to treatment through a series of inputs and outputs (see the input and output page here:http://care.udhc.co.in/

e) Prepare a case report for BMJ Case Reports similar to http://www.ncbi.nlm.nih.gov/pubmed/23239770

For step 'a' you may require the help of someone who knows how to read and translate from Bengali (particularly from area pin code 726 or even starting from 700 and so on...this patient's botanical name attached by the social worker is LEUCAS CEPHALOTES and the website name will read as LEUCAS726CEPHALOTES).

Looking forward to working with you (and other interested UDHC co-authors copied here) around this patient.

best,

rb

Thursday, May 23, 2013

What is desirable in any article being submitted to the International Journal of User Driven Healthcare?

For articles submitted to the International Journal of User Driven Healthcare http://www.igi-global.com/journal/international-journal-user-driven-healthcare/41022 we look forward to write ups that take the topic of the research as the backdrop, and provide summary overviews of the topic's background and the project's findings, but centre stage is given to unpacking the research project's narrative, from question formation, research design through to data gathering, fieldwork,analysis and research outputs. Particular attention may be paid to any methodological problems or points of interest generated in the carrying out of the study and how these were dealt with or raised questions of research practice.

Saturday, May 11, 2013

POCET UDHC and the taste of blue mangoes( http://care.udhc.co.in as a point of care engagement toolkit POCET)?

‘Engagement’ is a generic, inclusive term to describe the broad range of interactions between people. It can include a variety of approaches, such as one-way communication or information delivery, consultation, involvement and collaboration in decision-making, and empowered action in informal groups or formal partnerships. http://www.dse.vic.gov.au/__data/assets/pdf_file/0019/105823/Book_1_-_An_Introduction_to_Engagement.pdf

The UDHC community of practice is a blended learning ecosystem that merges offline point of care engagements between health professional and patient stakeholders along with online user-driven point of care engagement through patient and health-professional/social worker 'user' inputs that are further processed online through research-evidence searching and matching to effect immediate patient outcomes posted back as outputs in http://care.udhc.co.in and 'tabula-rasa.' Unanswered questions generated in this activity remain as seeds for further primary research.

Slightly provocatively for the 'population based researchers' in our community UDHC is all about 'tasting the mangoes rather than counting the mango trees' (' ' is currently an un-google-able Indian proverb). UDHC learners/researchers are mostly secondary researchers who are uniquely privileged 'birds'  perched on the branches of these patient 'mango trees' and have easy access to tasting and sharing the mangoes and dropping its seeds here and there for 'population based researchers' to pick up, plant on the ground and keep count.

(More provocatively) Einstein too was one such bird who made a life out of creating mathematical models mostly from the fruits of the labors of primary researchers. He never did a single experiment himself (other than his thought experiments) but simply generated ideas good enough to drive more and more primary researchers (worker ants) who could give up their lives to be driven by this 'Albatross'(bird).

Would medical students of this day and age wish to be 'Einsteins' and share their 'problem solving abilities' for immediate patient benefits and taste and share the mangoes (outcomes) or like to remain worker ants? More likely they may prefer to do both? Would 'population based researchers' like to rethink their current positions and get nearer to patients?

Saturday, April 27, 2013

Medical Student Caregiver workflow

As medical student caregivers (see this definition of a medical student: student.bmj.com/student/view-article.html?id=sbmj030241) we discuss and learn from patient cases and practice what is also labeled as 'patient centered learning' and along with this we try to get students (ourselves) to write case-study based qualitative research papers based on our 'patient-centered learning' experiences. We also communicate on emails as there are many emailing online users who may not have the time or inclination to be on all forums. As medical students you can contribute to nurturing  this learning ecosystem by starting to share your cases (patient experiences after obtaining and uploading their informed consent) to our website http://care.udhc.co.in and then discussing them on our online forum of 600+ users. Don't be intimidated by the fact that you may not have been trained to handle cases in college. All you need to evaluate cases is just common sense and if you have good knowledge of anatomy it becomes an added bonus. Everything else can be learned through further online mentoring. Will be looking forward to your inputs and don't hesitate to clarify your doubts either through messaging or preferably through crowd-sourcing them in our online forum.