To replace the clinical learning we missed in Year 2, due to the Covid lockdown, we were required to return to medical school 1 week earlier than the start of third year.
I arrived back in Brighton to my new house on Sunday 6th September and was reunited with two of my housemates from last year. The third one moved in with her partner this year, and so we got a new fourth housemate this year. After 6 months apart it was great to see the girls and catch up.
The new house is actually the bottom two floors in one of these old five storey townhouses! It's so cute and has such high ceilings! And we're only a stone's throw from the beach, as well as being just five minutes walk from the hospital and our teaching building.
I didn't have any teaching until Wednesday 9th so I spent the first couple of days unpacking and settling in. We're hoping to stay in this house until the end of medical school, and it was unfurnished so we had to source furniture. I tried to also bring some sentimental pieces from home as well as a plant, which used to be my Dad's, and has been looking a bit sad, so I'm trying to revive it.
This plant is an Anthurium and this leaf is supposed to be BRIGHT red, so you can see how faded it is right now. Hopefully it'll get better and I'll let you know how that goes! Wish me luck...
So, Wednesday rolled around and I headed to our old clinical teaching building on campus, armed with my facemask and hand sanitiser, for the day. There were six, hour long, sessions throughout the day.
Cardiovascular, respiratory and abdominal examinations
During this session we reviewed the cardiovascular, respiratory and abdominal exams we had previously been taught in second year, and practiced them in small groups on each other. Unfortunately, due to most people having not revised these examinations recently, we were pressed for time and didn't actually get to practice properly, just talk through the examinations and answer some questions about them.
Examinations like these are used to help doctors look for signs of diseases in patients. We follow a systematic approach to looking for these signs. So, for example, in these three examinations, after looking at the patient from the end of the bed, we first examine the hands, making our way up the arms to the face and neck, then on to the chest and/or abdomen. We are looking for certain signs linked to specific, or multiple, diseases, for example, tar staining from cigarettes may indicate that a respiratory problem is more likely.
For our end of year examinations we need to know what signs we're looking for, search for them systematically, and understand which diseases they are linked to.
Paediatric Basic Life Support
We had previously been taught adult basic life support in first year but, as it is different for children, we had a separate session on this. This session covered CPR and choking, as well as the new Covid guidelines. Covid has changed the way basic life support should be given, as well as the way it is taught, for example, we were unable to provide rescue breaths to our mannequins.
Knee Examination
This examination was actually new to us as it should have been taught towards the end of second year. Similar to the other examinations described above we follow a systematic approach to looking for signs of disease. In musculoskeletal examinations we think about how things look, feel, move, and function. We were taught where to look/feel and what to look/feel for, how to test movement and look for excessive movement, and how to assess function.
Wound Management
Wound management is actually something most of us were taught during second year, but due to the rotation of small groups not everybody got a chance to do it, so this session was included as teaching/revision. The session only reviewed closing a wound with steristrips or glue, and did not review wound irrigation or dressing which we had already been taught.
Shoulder Examination
Again, like the knee examination this was new, for the same reason. This examination also follows the same structure of look, feel, move, function, and so we learned how to relate this to the shoulder.
GALS screening
Firstly, GALS stands for gait, arms, legs, spine, and it pretty much does what it says on the tin, those are the areas of the body we are assessing. Gait is defined as "a person's manner of walking". This examination was explained to us over Microsoft Teams during term 3 last year but this was the first time we got to practice it properly with a clinical facilitator. This examination seems kind of long winded to learn but, again, because it has a systematic approach it isn't actually too complicated.
I think having a variety of sessions and switching rooms and topics every hour really helped to keep this day manageable after so long being away from class. Each session felt like it passed really quickly, but, I have to say, once the day was over I was feeling a little worn out!
Excitingly, when I arrived home that evening my housemate had collected my new logbooks from the office for me! I had a little look through them to see what I was going to be getting up to. The red logbook is for module 301 which runs for the first two weeks of third year and is additional clinical and community practice teaching. The pale blue logbook is a new procedural skills logbook which covers all of the skills we need to learn and get signed off by graduation. They expect us to keep track of this book for the next three years! Eeeek!
Also on Wednesday evening I completed my elearning for my Immediate Life Support course and did some reading of the handbook they provided us with in preparation for the following day.
On Thursday afternoon I had my immediate life support practical training. This was provided at our new teaching building, at the hospital, for years 3-5.
This training encompassed learning about basic ways to open an airway, using oxygen masks and using a bag valve mask to provide breaths, before moving on to a basic assessment of a patient. We then learned about, and practiced, basic ABCDE assessment of a mannequin in different scenarios. An ABCDE assessment includes looking at the airway, breathing, circulation, disability (this is like consciousness level), and exposure/everything else (head to toe assessment). After this we learned how to use a defibrillator and practiced scenarios with the mannequin involving giving CPR, using the bag valve mask, and using the defibrillator. These scenarios had a different leader each time and so we also had to practice leading a team, working in a team, and using clear, concise, communication skills. It was a very informative session and I enjoyed the practical way of learning it.
On Friday I typed up all of the notes I had taken over the previous two days onto my third year handbook, which I have been making on OneNote. This allows me to have my notes organised in a way which works for me and have them available for quick and easy access on my laptop or phone, even offline.
At the weekend we took a trip to the garden centre and I bought some small plants for my bedroom, and also picked up a beautiful velvet desk chair I managed to find on Facebook marketplace!
The next two weeks of teaching are getting us ready to go on our clinical rotations and it looks like lots of interesting teaching. I've also signed up for a bunch of online society teaching events so I might do some short blogs talking about individual topics as well as updates on third year itself! Oh, also, I think Wednesday afternoon is going to be the main upload slot for update blogs for now.
Thanks for reading.
Katherine x
