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Clinical Attachments and Beyond with Dr Fardowsa

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Summary

Tune in to the on-demand medical teaching session "Clinical Attachment & Beyond" by Dr Fardowsa Mahamud. This comprehensive course will help you understand the aims of clinical attachments, how to maximize benefits from placement, and get a better understanding of the NHS system. Dr. Mahamud will also guide you in using techniques like A-E assessments and SBAR handovers. You will gain a clearer comprehension of the sepsis 6 protocol and the NEWS score in the NHS. The course also includes fascinating topics like the process of becoming a doctor in the NHS, certification pathways, job roles, the role that different healthcare professionals play in the NHS. A must-attend for every aspiring medical professional who wants to understand in-depth the structure and function of healthcare in the UK and how to thrive within it. You will also gain insight into the NHS's emphasis on team-based care, the General Medical Council's ethical guidelines, and professional standards all serving as vital information to help you excel in your medical career.

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Description

Don't miss our next webinar about clinical attachment and what Dr Fardowsa learnt about the NHS. She'll be going through what the aim of a clinical attachment is, the benefits of doing it and how to get the most out of doing your observership!

Learning objectives

  1. Understand the structure and functions of the NHS, including role diversity, how to handle ethical patient situations, and electronic system operation.
  2. Learn how to effectively navigate and benefit from clinical attachments, including setting individual goals and recognising potential opportunities.
  3. Gain a clear understanding of A-E assessments, including strategies for assessing airways, breathing, circulation, disability, and exposure/environment.
  4. Familiarize with SBAR handover and how to apply it in patient communication and reporting.
  5. Learn about sepsis 6 and NEWS score, and how to utilise these tools in patient care.
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Clinical attachment & Beyond. Dr Fardowsa MahamudObjectives ● Understand the aim of clinical attachment and how to maximise getting the most out of your placement. ● Understand the NHS system better ● A-E assessments, what they are & how to use it to assess patients. ● SBAR handover and how to use it. ● sepsis 6 (briefly) & NEWS score.The NHS 1. The way in which doctors manage ethical dilemmas, handle difficult conversations with patients, and make decisions that prioritize patient welfare while adhering to NHS policy and in line with GMC standard of practise. 2. process of becoming a doctor in the NHS (PLAB, MRCP, MRSA, FRCS) & certification pathway. Job roles 3. The NHS uses electronic systems EPR, EHR etc. 4. The range of different health professionals that make up the NHS. The care of some patients are comprehensive. Physiotherapist, SLT, OT, community carers, SMT, nurses, social workers etc. Cradle to grave. 5. Shadowing allows you to build professional relationships & learn from experienced doctors. These connections can be valuable for mentorship, career guidance and even future job. 6. Observe how the training system works.How to make the most of your attachments and setting goals going in. 1. Set goals before you go on the attachment. Do you have your own unique goals? Recognise your areas of strength/weakness & identify any areas you wish to work on. 2. Go over theoretical knowledge. Study clinical guidelines, read up on local protocol and ask insightful questions. 3. Make a good impression, good engagement and come prepared. 4. Professionalism 5. Relationships & networking 6. Enquire about opportunities that may be available to you, seek support with continuous professional development where possible. 7. Reflect on the Experience: Keep a journal/notes on the cases observed and reflections. Some NHS Trusts have specific programs for international medical graduates (IMGs), which are aimed at offering clinical attachments as part of their integration into the NHS. Helps to adjust to training in uk. Some consultants in these programs may also help with Professional and Linguistic Assessments Board (PLAB)exam preparation by offering clinical insight and guidance.The NHS emphasizes team-based care, where doctors, nurses, physiotherapists, pharmacists, and other healthcare professionals collaborate in patient management. You’ll observe how MDT meetings are conducted and how treatment plans are developed collectively.Understanding the role of each team member can enhance your ability to work in collaborative healthcare settings in the future. Good Medical Practice is a set of ethical guidelines and professional standards published by the General Medical Council (GMC) in the UK. Opportunities available to you: Clinical audits/ QIP. Research opportunities Observing practical skills & surgeries. Teaching sessions - case discussions, teaching seminars, post take meetings. Clinical governance meeting - mortality & morbidity.A-E assessment The A-E assessment is a structured method used in healthcare, particularly in emergency and critical care, to evaluate and treat critically ill patients. It is a systematic approach to identify and prioritize life-threatening conditions and to stabilize the patient. Here's a breakdown of the A-E assessment: A - Airway ● Goal: Ensure the airway is clear and patent. ● Key Considerations: ○ Is the patient able to speak or make sounds? ○ Check for obstruction (e.g., foreign bodies, tongue blocking airway). ○ Look for signs of airway compromise: stridor, gurgling, or snoring sounds. ○ If compromised, consider airway management (e.g., chin lift, jaw thrust, suctioning, intubation). B - Breathing ● Goal: Assess breathing effectiveness. ● Key Considerations: ○ Check respiratory rate, depth, and effort (e.g., are they breathing too fast or too slow?). ○ Look for signs of respiratory distress: use of accessory muscles, cyanosis, and asymmetry in chest movement. ○ Measure oxygen saturation (SpO₂) and listen to breath sounds.A-E’ assessment C - Circulation ● Goal: Assess the circulatory system and tissue perfusion. ● Key Considerations: ○ Check heart rate, pulse, and blood pressure. ○ Look for signs of poor perfusion: cold extremities, weak or absent pulse, capillary refill time > 2 seconds. ○ Assess for bleeding and signs of shock (e.g., pale, clammy skin). ○ Consider intravenous (IV) access, fluid resuscitation, or medications to stabilize circulation. D - Disability ● Goal: Assess the patient's neurological status. ● Key Considerations: ○ Use the AVPU scale (Alert, Voice, Pain, Unresponsive) or Glasgow Coma Scale (GCS) to assess consciousness. ○ Check for pupils' size and reaction to light (PERRLA—Pupils Equal, Round, Reactive to Light and Accommodation). ○ Look for signs of neurological impairment (e.g., limb weakness, confusion, seizure activity). ○ Measure blood glucose to rule out hypoglycemia. E - Exposure/Environment ● Goal: Assess the whole body and environment for hidden injuries or environmental factors. ● Key Considerations: ○ Expose the patient to check for other injuries, rashes, or signs of trauma. ○ Maintain the patient's dignity and keep themwarmto avoid hypothermia. ○ Evaluate external factors that could affect the patient (e.g., toxins, environmental hazards)SBAR SBAR is a structured method for communication in healthcare, particularly when passing on critical information about a patient. It stands for Situation, Background, Assessment, and Recommendation. The SBAR tool is commonly used during handovers, escalations, or when communicating with senior doctors about a patient's condition. SBAR format: 1. S – Situation ● What is happening right now? ● In this step, you describe the immediate situation or the reason you are contacting someone. ● Key Information to Include: ○ Who you are (name, role). ○ The patient’s name and location. ○ The current problem or reason for communication (e.g., deteriorating condition, abnormal test result, etc.).SBAR 2. B – Background ● What is the clinical background or context? ● Provide relevant background information about the patient that helps the listener understand the situation better. ● Key Information to Include: ○ Diagnosis or presenting complaint. ○ Relevant medical history. ○ Any recent treatments, procedures, or medications. ○ Baseline condition 3. A – Assessment ● What do you think the problem is? ● This is where you give your assessment of the situation based on the clinical information you have. ● Key Information to Include: ○ Vital signs (e.g., pulse, blood pressure, oxygen saturation). ○ Results of any recent tests or observations. ○ Any clinical concerns or symptoms (e.g., worsening chest pain, abnormal lab results).SBAR 4. R – Recommendation ● What do you wantto happen next? ● In this section, you make a clear recommendation about what action you need orexpect to be taken. ● Key Information to Include: ○ What you want the person you’re communicating with to do. ○ Any specific tests, treatments, or interventions you are recommending. ○ The urgency of the situation (e.g., "I need you to come urgently" or "I think we need to start antibiotics").