A lecture-based teaching session for ISCE assessments, the focus being on acute history taking, management, and the SBAR communication tool. The session will begin by emphasizing the significance of structured history taking, outlining key components such as presenting complaints and past medical history. Next, it will cover initial management strategies and common investigations related to acute presentations, guiding students on how to select appropriate tests based on clinical details. The SBAR format will be introduced as a method for effectively communicating clinical information, with examples illustrating each component of SBAR. The session will conclude with a summary of the key points discussed and a Q&A segment to clarify any questions students may have.
Acute history taking and SBAR handover
Description
Summary
This teaching session is a comprehensive guide on acute history taking, management and the SBAR communication tool. Participants will learn about presenting complaints, past medical history, initial management strategies, common investigations related to acute presentations and how to choose appropriate tests based on clinical information. Additionally, it covers the effective use of the SBAR tool for clinical communication. This invaluable session concludes with a handy summary of main points and a Q&A segment to answer any remaining queries.
Learning objectives
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By the end of the session, attendees should be able to identify and understand the key components of structured history taking, especially focusing on acute history taking.
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Attendees should be capable of determining and applying initial management strategies for acute medical presentations, utilizing knowledge of common investigations associated with these cases.
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Gain proficiency in selecting appropriate diagnostic tests based on presented clinical details and circumstances, demonstrating an understanding of their relevance and implications.
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Understand and apply the SBAR (Situation, Background, Assessment, and Recommendations) communication format in clinical settings, especially during handovers or when sharing clinical information.
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Successfully consolidate all learnt components, and be able to articulate their understanding and responses to potential ambiguities during the Q&A segment. This would assess not only their comprehension of the subject matter but also their verbal communication skills, critical thinking and problem-solving abilities.