Posts tagged Revision
Dr McKinlay delivered her Asthma and COPD revision lecture this morning, and has asked me to put it somewhere useful for you! I’m in Englandshire at a conference, but by the wonder of the interwebs, here it is:
I’ll see you all tomorrow. I have to do a Trans-Bronchial Biopsy tomorrow morning before the lecture, so I might be a wee bit late. I shouldn’t be more than about 15 minutes late, if at all.
Remember to come to the revision lecture armed with questions to discuss. We’ll be talking about acid base balance, oxygenation, how to do EMI questions; and whatever else you want to talk about.
The revision lectures for the 2nd years have started in earnest. Dr Short delivered a wide ranging session on CAP, Bronchiectasis, TB, CF, Abscessed and much more. If you want to go through the lecture again, here it is:
Revision Lecture 1
And I know how much you all like to have your lectures posted up before the lectures actually happen, so here’s my lecture for next week:
Revision Lecture 2
See you all next week!
Teaching the 5th years in the final gasp of their medical school career, the APART course last week ran them through some scenarios of acutely unwell patients. This was quite literally their last two hours of medical school before starting work in August and I was surprised at the sea of blank faces when they were faced with a COPD patient in type two respiratory failure. The progressive (simulated) decline of the patient (accompanied by my now legendary impressions of “elderly confused woman” and “obstructed airway”) did little to trigger the request for non invasive ventilation. Comments like “ask ITU to keep an eye on them” did little to quell the rising panic in my little respiratory educationalist heart. Once the topic of NIV was broached there remained an air of mild confusion and the whiff of misunderstood acronyms in the air. What is BiPAP, CPAP, NIPPV? Can’t you just tube them all? I find myself relieved that the new and improved respiratory teaching for the second years will go some way to exposing our students to this most oft used and useful of therapies, but what of the students in the more senior years? DundeeChest 3.0 to the rescue….? When I find some useful web resources in this area I will post them, but I have to admit I’ve come up short so far.
Thanks to everyone who made the effort to come along to the revision lecture on Wednesday – I appreciate that the week before the exams is a precious time, and two hours of me waving my arms about at the front of the class, being grumpy about hypoxic drive might not be your first choice of entertainment for Wednesday.
I have been told I was a little bit *too* grumpy, which is probably a fair piece of feedback – I was disappointed that the issues of Respiratory Failure, CO2 retention, and oxygen therapy remain the biggest stumbling blocks for you all, despite me having put in a lot of personal effort to explain these concepts to you all during the respiratory block.
After the lecture I taught a small group of 4th years on arterial blood gas analysis and respiratory failure. A small number of 2nd years tagged along (This is hugely rewarding for me, that 2nd years want to join in with 4th year teaching, so thanks) and it was during this session that I think I’m expecting too much regarding the respiratory failure, hypoxic drive issues: the 4th years have no more grasp of the concepts than the 2nd years. These *are* difficult concepts, and it is likely that the lack of understanding is due to poor teaching, rather than a global misunderstanding on the students part.
This has made me think about how I have been teaching these concepts. i have posted on DC1 and DC3.0 the definitions and explanations of the concepts of both CO2 retention in hypoventilatory states, the concepts of V/Q mismatch, and respiratory failure a couple of times, and each time I’ve tried to make them more understandable, and more straightfoward. I have had little feedback from the students regarding these posts. The videos are helpful, I’m sure, but the students are not getting it.
We have opportunities for students to do fellowships, SSCs, 4th year projects, and extra curricular work developing new learning materials, if anyone is interested.
So the revision lecture on Wednesday? My initial thoughts were of disappointment, and a small amount of despair. When I heard the feedback from a student that I was grumpy during the session, it has made me think more about not just the lecture, but how we teach these difficult concepts. Now? I’m hopeful that someone out there is encouraged enough to come to see me with an idea for a way to teach these topics in a more engaging way.
And I’m allowed to be grumpy occasionally – 365 days a year of manic enthusiasm takes it out on a person, even me!
I have been asked to deliver a revision course to the 2nd years on the whole of respiratory medicine. I have an hour, maybe an hour and a half, following my team roles session at 12:30 on Wednesday. The team roles session should be over by 1:30, and we can decant to a lecture theatre then, and do some learning.
Post your questions in reply to this post, so I can prepare the session – you ask, I answer. Hopefully.
EDIT: The lecture will now be in LT2, starting at 1pm, as the interest in the team roles session has been, erm, 1 person, so I’ve cancelled it.