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Essential Features of Essential Features of the Clinical Presentation the Clinical Presentation
Curriculum Curriculum Payman Hemmati, MDPayman Hemmati, MD
[email protected]@yahoo.comTel: (+98)(912)(526 2005)Tel: (+98)(912)(526 2005)
Iranian Center for Diseases ControlIranian Center for Diseases ControlMinistry of Health & Medical EducationMinistry of Health & Medical Education
OutlineOutline
• Current difficulties• Clinical presentations• Hypothetical deductive reasoning• Scheme induction• Pattern recognition• WHO project in Medical Education• Summary
OutlineOutline
• Current difficultiesCurrent difficulties• Clinical presentations • Hypothetical deductive reasoning• Scheme induction• Pattern recognition• WHO project• Summary
The proposed educational strategy
The traditional educational strategy Manifestations
⇓ Diseases
⇓
Comparison between Modern & DOME strategies
Designer: Payman Hemmati, MD
Chief Complaint eg. Palpitation
Cardiac Arrhythmias
Pheochromocytoma
Toxic Multinodular
Goiter & Adenoma
Ovarian Teratoma ( Struma Ovarii )
Well-differentiated Follicular
Carcinoma
Grave’s Disease
Increased TSH-Receptor
responsiveness
β) HCG Stimulation
Factitious Thyrotoxicosis
Pheochromocytoma
Grave’s Disease
Hypertension
Dizziness
Headache
Palpitation ( Chief Complaint)
Heat Intolerance
Fatigue
Increased Appetite
Weight loss
Nervousness
Real Direction Unreal
Direction
Disease 1Disease 2
Disease 3
Disease 5
Disease 4
Disease
2000
Disease
2600
Disease 6
Disease
2500
Disease 2800
Disease 3262
Disease
2900
SHOOT
Physician
OutlineOutline
• Current difficulties• Clinical presentationsClinical presentations• Hypothetical deductive reasoning• Scheme induction• Pattern recognition• WHO project• Summary
Dif ferent Clinical Present at ions
JaundiceChest painDysuriaPalpitation
3262 Diseases or More
Cough
Disease 1Disease 2
Disease 3
Disease 5
Disease 4 Disease 6
Physician
OutlineOutline
• Current difficulties• Clinical presentations• Hypothetical deductive reasoningHypothetical deductive reasoning• Scheme induction• Pattern recognition• WHO project• Summary
Patient Information
Perception
Analysis
Problem SynthesisMultiple
Hypothesis Generated and Regenerated
Inquiry Strategy Designed and Redesigned
Clinical Skills, Questions & Examinations
Hypothetical Deductive ReasoningHypothetical Deductive ReasoningBarrows & Tamblyn (1991)
One hypothesis (disease) tested in cycle
05/24/2005 Drs. Payman Hemmati & Peter H. Harasym 9
Disease 1Disease 2
Disease 3
Disease 5
Disease 4 Disease 6
?
The proposed educat ional
st rategyWhat is t hat magic t ool box?
+
OutlineOutline
• Current difficulties• Clinical presentations • Hypothetical deductive reasoning• Scheme inductionScheme induction• Pattern recognition• WHO project• Summary
Scheme for Palpitation & weight loss for patient referred to an Endocrinologist
Palpitation & weight
loss
Primary Thyrotoxicosis
Central Thyrotoxicosis
HyperthyroidismSubacute
ThyroiditisExtra-Thyroid
CausesDrugs
- Viral- Silent
- Teratoma- Well-diff Carcinoma
- Factitous Ty -Tox- Amiodarone- Radio contrast
AutonomousNon-
Autonomous
- ↑ B-HCG
- Hyperemesis Gravidarum
- Hydatiform Mole
- Choriocarcinoma
- TSH Hyp.Responsiveness
- Graves disease- Toxic MNG
- Toxic Adenoma
- Hashi Toxicosis
7
8
8
7
6
5
4
3
2
1
6
5
4
3
2
1
4
3
1
2
D3= FT3
The descriptions & footnotes
The data which should be extracted by clinical consulting & lab procedures
The predictor (D) value
The possible or definite diagnosis
Palpations with weight
loss
D1= FT4 D2= TSH
1) Ty.Tox = Thyrotoxicosis 5) Eu.Ty = Euthyroid 2) NL= Normal 6) Sug.v)= Suggestive of 3) ↑ = Increased 7) Hyp.Ty= Hyperthyroidism 4) ↓ = Decreased 8) N.Ty= Non-thyroid
D1=NL2
D2=NL
D1= ↑3
D2= NL/ ↑
D1= ↑
D2= ↓4
D1= NL D2= ↓
Eu.Ty5
Sug.v)6
Central Ty.Tox
Primary Ty.Tox
Sug.v)6
Primary Ty.Tox
D3= FT3
D3= NL/ ↓
D3= ↑ Central Ty.Tox
Reduction of T
4 → T
3
Transformation
Sug.v) Subclinical
Hyp.Ty7
T3
Ty.Tox
D3= ↑
D3= NL
Repeat TFT after 6-12
weeks
D1= NL D2= ↓
Subclinical Hyp.Ty
Consider: 1-Drugs
2-N-Ty8 illness
3-Genetic Disorders of the Thyroid
5
5
4
3 2 1
9
8
7
6
5
4
3
2
1
4
3 2 1
Primary Ty.Tox
D9 = Opht.p1
D10 = RAIU2
D11 = TGB3
D12 = Anti-TGB4
D9 = +
D9 = −
D10 = NL ⁄ ↑
D10=↓
D11 <10 or undetectable
D12 = −
D11 >100
D12= ±
10 < D11 <100
D12 = ±
Sug.v) Factitious
Ty.Tox
Ty.T
D13 = WB.6
Scintigraphy
D13 = −
D13 = +
Extra Ty. Causes
Sug.v) 1-Grave’s
2-Hashi.Tox
Hyp.Ty
Figure 5
1-Opht.p = Ophthalmopathy 5- PMH =Past Medical History 2-RAIU = Radioiodine Uptake 6- WB = Whole Body 3-TGB = Thyroglobulin 4- Anti-TGB = Anti-thyroglobulin Antibody
D14=Fecal Ty. Hormone
D15= PMH5
Factitious Ty.Tox
Oropharyngeal Esophageal
Dysphagia
Neurologic MechanicalMetabolic Muscular Mechanical Neuromuscular
DysmotilityDiseases
HypomotilityDiseases
Extra-luminal
Intra-luminal
Extra-luminal
Intra-luminal
Disease 1
Disease 2
Disease 3 Disease 5Disease 4 Disease 6
The proposed educat ional
st rat egy
+Disease 2
Disease 1
Disease 4
Disease 3 Disease 6Disease 5
Boom !Boom !
Schemes
Induction
Categories and subcategories
+Disease 2Disease 1 Disease 4
Disease 3 Disease 6
Disease 5
OpenThe new
educationalstrategy
Visual heuristics
Schemes
Induction
Categories and subcategories
+Disease 2Disease 1 Disease 4
Disease 3 Disease 6
Disease 5
OpenThe new
educationalStrategy
Visual heuristics
SummarySummaryInformation overload
Encourages HDRClinical presentation
Scheme inductionPattern recognition
Physician
Schemes
Induction
Categories and subcategories
OutlineOutline
• Current difficulties• Hypothetical deductive reasoning• Clinical presentations• Scheme induction• Pattern recognitionPattern recognition• WHO project• Summary
Symptoms
Laboratory Signs (Paraclinical) Signs
Clinical Pattern
Or
Information Structure
Or
Syndrome Signs are the
data extracted by physical examination The
laboratory signs are the
data extracted by paraclinical procedures such as CT
Scan, Complete
Blood Count (CBC), &...
Symptoms are the data extracted by history taking
(medical interview)
The General out line of informat ion st ruct ures in
Medicine
Pattern recognition
Physician
Pattern
1
Pattern
2
Pattern
6
Pattern
3 Pattern
7
Pattern 5
Pattern
4
Pattern X
The Pat t ern recognit ion for diagnosis t he “ Pat t ern X”
OutlineOutline
• Current difficulties• Hypothetical deductive reasoning• Clinical presentations• Scheme induction• Pattern recognition• WHO projectWHO project• Summary
سسسسس • س س س سسس س سس س سسسسسسسسس س سسسس س سس سسسس
سسس سسس س سسسسس سسسسسسس سسسسسس س سسسسس سسسسس س سسسس
(سسسس) سسس
سسسس • سسسسس س سسسس : س سسسسسسسسسسسسس = سس سسس سسسس سسسسسس
سسسسس • : سسس سس سسس سس سسس س س سسسسسس س سسس سسسسس س سسسسس س س
سسسسس سس سسس س (سسسسس CPCسسس سسسسسس سس سسسسسسس سسس )
سسس سسس سسسس سس سسسسسس سسس سس •سس سسسسسس س سسسسسس س س س سسسسس سسسسسسسس سسسس سسسسس
سسس سسسسسسسس سسسسسس سسسس سسسسسس سسس سس سسسسسسس) (سسسسس
سسسسس سس سسسسس
سسس سسسس سسسس سسسسسس سس سسس •سسس سسسسس سس سسسسس سسسسسسسس
سسس سسسس سسس سسسسس سسسس
WHO projectWHO project
Workshops CP modules
WHO projectBiennium 2004-5
• Those seminars were highly accepted• Faculty believed “CPC is desirable and feasible
in Iranian medical education system”
WHO projectWHO project
Workshops CP modules
WHO project 2006-8
• WHO & the MOHME funded the development of 10 CP modules
1. Infertility
2. Vaginal discharge
3. vaginal bleeding
4. Sore throat
5. Nasal obstruction
6. Chronic cough
7. Hypercalcemia
8. Hyperglycemia
9. Dysphagia
10.Anemia
WHO project 2006-8
• The best qualified clinical & basic faculty members have been selected nationwide to develop the modules
1. Infertility 2. Vaginal discharge3. vaginal bleeding4. Sore throat5. Nasal obstruction6. Chronic cough7. Hypercalcemia8. Hyperglycemia9. Dysphagia10. Anemia
WHO project 2006-8
• Each module will contain:
1. Logical development of a scheme
2. Scheme3. Matrix4. Terminal objectives5. Basic science Content
list6. Enabling objectives7. Learning materials
(e.g., reading materials and assignments)
8. Teaching materials (PowerPoint slides)
9. Problem-based cases (used with scheme induction)
10.Process worksheets for tutors to guide small group PBL scheme-inductive sessions
11.Schedule12. Formative (mainly basic
sciences) and 13. Summative evaluations
(mainly clinical vignettes and OSCEs)
14.Remedial intervention
• •
•)Terminal Objectives( Enabling Objectives•action(
a
Loss of Conscious
Ness/ Syncope
Presyncope
b سسسسس سسس
c سسسسسس سسسسس
dسسسسسس
سسس سسسس
e
سسسسس سسسسسس
سسسسسس س(
سسسسس سسسس
fسسسسس سسسسسس
سسسس
g
سسسسسسسسس
سسسس سسسس
h
سسسسسسسسس
سسسس سسسسس
0 1 2 3 4 5 6
Syncope(Exclude Seizure)
OtherCerebrovascular(15%)
Cardiovascular(75%)
ElectricalMechanicalReflex / Under
fill(35%)
PsychiatricMetabolic
•Aortic Stenosis•HCM•Myxoma
•Bradycardia•Tachycardia
•Vasovagal (20%)•Orthostatic (10%)•Situational•Carotid Sinus Sundrome
•Hypoxia•Hypoglycemia•Drugs/Alcohol
•Panic disorder•Hyperventilation•Hysteria
•Carotid Artery dis/ TIA•Vertebro-basilar•Intracranial pressure up
a
Loss of Conscious
Ness/ Syncope
Presyncope
b سسسسس سسس
c
d--
eسسسسسس
سسسسس•HCM•Myxoma
0 1 2 3 4 5 6
a
Loss of Conscious
Ness/ Syncope
Presyncope
eسسسسسس
سسسسس
• Chest pain•Exercise intolerance•Fam. Hx of sudden cardiac death• palpitation
•LV heave•Atrial pulse•S4•Ejection systolic murmur
•HCM•Myxoma•Pulmonary stenosis
•Echo• Cardiac catheterization????????????????????????
•Diastolic heart failure•Systolic heart failure•Arrhythmia•Sudden death
•Afterload reduction (medical Tx)• Surgical replacement of valve (valvuloplasty)•Serious Tx of streptococcal Angina
0 1 2 3 4 5 6
CP module
•b-1 :(
seizure
.
:•••
Audience
Behavior
content
Condition 1
Condition 2 Degree
CP module
•C-1 :(
•
• :••chest pain•
Audience
Behavior content
Condition 1Condition 2 Degree
Terminal Objective
• b2: The graduate student should be able to identify an Adrenal Mass with a size of
at least 6 cm with abdominal palpation in a non-obese patient.
Terminal Objective
• b2: The graduate student should be able to identify an Adrenal Mass with a size of
at least 6 cm with abdominal palpation in a non-obese patient.
Terminal Objective
• b2: The graduate student should be able to identify an Adrenal Mass with a size of
at least 6 cm with abdominal palpation in a non-obese patient.
Terminal Objective
• b2: The graduate student should be able to identify an Adrenal Mass with a size of
at least 6 cm with abdominal palpation in a non-obese patient.
Terminal Objective
• b2: The graduate student should be able to identify an Adrenal Mass with a size of
at least 6 cm with abdominal palpation in a non-obese patient.
•23
•23
CP module
•
•
Audience
Behavior content
Condition 1
Condition 2 Degree
Condition 1
OutlineOutline
• Current difficulties• Hypothetical deductive reasoning• Clinical presentations• Scheme induction• Pattern recognition• WHO project• SummarySummary
Further Study1. Aflatoonian A, Baghianimoghadam B, Hemmati P,et al. Developing an educational scheme for
undergraduate medical Curriculum: the unit of "INFERTILITY" as a sample. Journal of Medicine and Life 2012; 5(1): pp.16 20.‐
2. A. Aflatoonian, B. Baghianimoghadam, P. Hemmati, et al. A new classification for female infertility. Clin Exp Obstet Gynecol. 2011;38(4):379-81. (1091 reads - on Research Gate Spotlight)
3.3. Haeri A, Hemmati P, Yaman H, Haeri A, Hemmati P, Yaman H, What Kind of Curriculum Can Better Address Community What Kind of Curriculum Can Better Address Community Needs? Problems Arisen by Hypothetical-Deductive Reasoning. Needs? Problems Arisen by Hypothetical-Deductive Reasoning. Journal of Medical Systems;2007(31):173–7. DOI 10.1007/s10916-007-9052-5
4. Coderre S, Mandin H, Harasym PH, Fick GH. Diagnostic reasoning strategies and diagnostic success. Med. Educ. 2003; 37(8):695–703.
5. Shahabeddin Safi, P. Hemmati, SHS Beheshtiha, et al. Developing a clinical presentation curriculum in veterinary education: a cognitive perspective. Comp Clin Pathol (2012) 21:1521–1526.
6. Barrows HS, Pickell GC. Developing clinical problem-solving skills: a guide to more effective diagnosis and treatment, 1st ed.W. W. Norton & Co., London (1991): pp 9–15
QUESTIONS?QUESTIONS?