Posted tagged ‘Week 2’

Extra Tuition

September 23, 2009

Thanks to the 5 of you who turned up for the extra ITA session today at 2 PM.  I enjoyed having the opportunity to discuss the course, and specific points of interest with you, and I was pleased to be able to answer your questions that had come up during the lectures this week.  It was particularly encouraging to hear that you like the assessment, as it informs you regarding progress, which is exactly what I had hoped for.

To recap what we went over

  • Types 1 and 2 respiratory failure
  • Hypoxic drive
  • Dead space and ventilation
  • Why I don’t like pink puffers and blue bloaters
  • Respiratory cachexia
  • The oxygen dissociation curve, and what shifts it right and left
  • The utility of oxygen saturation probes, and when they’re not the right tool for the job
  • Why unopposed salbutamol is a bad idea in asthma
  • Starling’s Law of the Capillaries
  • Why a normal pCO2 is a bad sign in acute asthma exacerbation

I think there was more, but it’s all becoming a bit of a blur.  I did promise a summary of the Bohr Shift, and I will put one up, once I get my own head around it!  And I still think you don’t really need to know about the differential effects of M1, M2,and M3 receptors at the pre-synaptic junction: certainly not core knowledge.

Do have a look at the V/Q Mismatching videos from last month though – I think they explain well why oxygen is bad for people with chronic type 2 respiratory failure.

And finally – thanks again for coming along to the session.  If you want more, you only have to ask!



Learning Objectives for Phase 2, Week 2

September 22, 2009

There have been a number of comments stating that the learning objectives for each week are not clear.  To explain our side of things: we have never had this point made to us in previous years, and it is not something we looked at prior to starting the block.  I think the formative assessment  (a new venture, as you know) has stimulated the desire for more specific, detailed learning objectives.

I have looked through the study guide, and I do see that some of the learning points seem to be in the wrong bit – the respiratory examination text and tables on pages 13 and 14 would be better off in the week 1 section, for example.  I can see how people would think that the question about pleural effusions is a week 2 outcome, given the course guide, despite the lectures on signs and symptoms being given in week 1.

So, I thought I should at least try to clarify what the formative assessment will have in it, roughly, of course.

Our expectation is that you will have knowledge and understanding of:

  • Pulmonary function tests procedures
  • Inhaler devices
  • The pathology of airflow obstruction
  • The pathology of restriction
  • Type 1, type 2 respiratory failure, and maintenance of oxygenation
  • The treatment of asthma and COPD
  • Cough and chest pain, as core clinical problems
  • Acid base disorders
  • The immunological basis of Hyper-sensitivity reactions

The questions in the formative assessment will be written by the lecturers, based on the topics they have lectured on.  We have removed the difficulties regarding “tick all that apply” questions, so it should be fair.  I have also written immediate feedback into the assessment, so when you answer the question, whether you get it right or wrong, you will get a splurb about all the answers.  And again, feel free to take the test as many times as you like.  I’ll analyse the responses from week 1, and let you have a breakdown.  Before I have a breakdown.

Week 2

September 21, 2009

Hello everyone.  I hope you had a terrific weekend, and, of course, enjoyed the formative assessment.  Results at the 11 and 12 o’clock core clinical problems lectures.

The experimentation and tinkering continue this week with the ITA sessions.  We think that pulmonary function, COPD and asthma are best taught with a mixture of , on line material, hands on demonstrations, and face to face small group teaching.  As such, we’re asking you all to do three differing types of session within the session: old skool poster boards; a new online module developed by a 4th year medical student; and a hands on session with the spirometers, and inhaler devices.

We will do feedback at the end of the session with the “Who wants to be a millionaire, ask the audience” handsets and see how you all felt about it all.

Work in progress.  Isn’t is all?