General Residency Expectations: Difference between revisions
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Resident Expectations | ==General Resident Expectations== | ||
===History Taking=== | |||
R1 – thorough | |||
R2 – more focused | |||
R3 – targeted | |||
===Physical Exam=== | |||
R1 – thorough | |||
R2 – more focused (i.e.: more pertinent to chief complaint), increased reliability (consistent findings to preceptor) | |||
R3 – targeted, reliable | |||
===Patient Interaction=== | |||
====Exam Interaction==== | |||
R1 –order exam in an opportunistic way; observing child during history taking and parent child interactions; learning pleasant distraction techniques | |||
R2 – increased comfort of above | |||
R3 – comfortable with above | |||
====Verbal Patient Instructions/Education==== | |||
R1 – Able to give basic education (common childhood illnesses and conditions) after discussing with attending, working on confirmation of parent/family understanding (i.e. closed loop) | |||
R2 – Basic education without supervision as well as more in depth topics (i.e. well child anticipatory guidance) | |||
R3 – Proficient in education of complicated medical problems and well child anticipatory guidance with family demonstrating clear understanding | |||
===Presentation=== | |||
R1 – full, with assistance | |||
R2 – more focused, some assistance | |||
R3 – targeted, independent | |||
===Interpretation of Data – labs, radiology, EKG=== | |||
R1 – methodical evaluation and access resources to help interpret data, be familiar with techniques (i.e. CXR – ABCDE); familiarity with patterns of common conditions or gross abnormal results | |||
R2 – improved proficiency in evaluation of data without preceptor supervision | |||
R3 – proficient evaluation | |||
===Documentation=== | |||
R1 – SOAP note format; include all aspects of note sections (CC, HPI, ROS, etc, etc); be aware of communication of problem, billing component; more global evaluation of patient and emphasize data gathering. +++HPI/++DD/+A&P | |||
R2 – more focused. ++ HPI/+DD/++A&P | |||
R3 – pertinent positive and negative information in HPI with clear assessment and plan with appropriate diagnosis +HPI/+DD/+++A&P | |||
===Time Management=== | |||
====Prioritization==== | |||
R1 –learning to rank tasks appropriately for individual patients and between patients (i.e. depart completed prior to completing note) | |||
R2 – ranking tasks appropriately with some preceptor support | |||
R3 – autonomously ranking and accomplishing tasks appropriately | |||
====Multitask==== | |||
R1 – develop awareness of multiple tasks and determine order of completion for maximum efficiency in clinic | |||
R2 – completing multiple tasks for maximum clinic efficiency with preceptor support | |||
R3 – autonomously completing multiple tasks for maximum clinic efficiency | |||
====Ability to utilize ancillary staff==== | |||
R1 – become comfortable asking unit clerks and nurses for appropriate help in pt care. Learning to access clinic support staff (case managers, unit clerks, nurses, etc) | |||
R2 – utilizing appropriately with some preceptor input | |||
R3 – proficient and autonomous utilization of ancillary staff | |||
===Patients a day=== | |||
R1 – 6-7 | |||
R2 – 10-12 | |||
R3 – 14-16 | |||
===Guideline Practice (National and Local)=== | |||
R1 – be familiar with existence of national and local guidelines for common conditions | |||
R2 – improved utilization of guidelines | |||
R3 – proficient with utilization of guidelines and documentation in notes justification if deviated from guidelines | |||
===Autonomy=== | |||
R1 – with help, direct supervision with every patient | |||
R2 – less help; review all patients and go in on complicated | |||
R3 – relatively independent; review all patients and go in on patients when requested | |||
===Medical Knowledge=== | |||
====Developmental Milestones==== | |||
R1 – utilizing charts | |||
R2 – memorizing charts | |||
R3 – knowing and utilizing in practice efficiently | |||
====Immunization Schedule==== | |||
R1 – utilizing charts | |||
R2 – memorized charts for routine schedule | |||
R3 – memorized routine schedule and knowing how to use catch up | |||
====Health Maintenance==== | |||
R1 – learning schedules for preventative care | |||
R2 – memorized schedules for preventative care | |||
R3 – special needs preventative care, Down’s | |||
===Procedures (Track Procedures)=== | |||
R1 – direct supervision | |||
R2 – indirect supervision | |||
R3 – independent with help as needed | |||
===Differential Diagnosis=== | |||
R1 – complete with appropriate justification for likelihood of diagnosis and developing ability to choose most likely diagnosis | |||
R2 – focused and relevant | |||
R3 – reliable diagnosis with well justified exclusions of other possible diagnosis (i.e. infant with fever and fussy, explain why not meningitis; or abdominal pain and constipation, why not acute abd/appendicitis) | |||
[[:Category:Residents|Residency Main Page]] |
Latest revision as of 04:19, 21 November 2020
General Resident Expectations
History Taking
R1 – thorough
R2 – more focused
R3 – targeted
Physical Exam
R1 – thorough
R2 – more focused (i.e.: more pertinent to chief complaint), increased reliability (consistent findings to preceptor)
R3 – targeted, reliable
Patient Interaction
Exam Interaction
R1 –order exam in an opportunistic way; observing child during history taking and parent child interactions; learning pleasant distraction techniques
R2 – increased comfort of above
R3 – comfortable with above
Verbal Patient Instructions/Education
R1 – Able to give basic education (common childhood illnesses and conditions) after discussing with attending, working on confirmation of parent/family understanding (i.e. closed loop)
R2 – Basic education without supervision as well as more in depth topics (i.e. well child anticipatory guidance)
R3 – Proficient in education of complicated medical problems and well child anticipatory guidance with family demonstrating clear understanding
Presentation
R1 – full, with assistance
R2 – more focused, some assistance
R3 – targeted, independent
Interpretation of Data – labs, radiology, EKG
R1 – methodical evaluation and access resources to help interpret data, be familiar with techniques (i.e. CXR – ABCDE); familiarity with patterns of common conditions or gross abnormal results
R2 – improved proficiency in evaluation of data without preceptor supervision
R3 – proficient evaluation
Documentation
R1 – SOAP note format; include all aspects of note sections (CC, HPI, ROS, etc, etc); be aware of communication of problem, billing component; more global evaluation of patient and emphasize data gathering. +++HPI/++DD/+A&P
R2 – more focused. ++ HPI/+DD/++A&P
R3 – pertinent positive and negative information in HPI with clear assessment and plan with appropriate diagnosis +HPI/+DD/+++A&P
Time Management
Prioritization
R1 –learning to rank tasks appropriately for individual patients and between patients (i.e. depart completed prior to completing note)
R2 – ranking tasks appropriately with some preceptor support
R3 – autonomously ranking and accomplishing tasks appropriately
Multitask
R1 – develop awareness of multiple tasks and determine order of completion for maximum efficiency in clinic
R2 – completing multiple tasks for maximum clinic efficiency with preceptor support
R3 – autonomously completing multiple tasks for maximum clinic efficiency
Ability to utilize ancillary staff
R1 – become comfortable asking unit clerks and nurses for appropriate help in pt care. Learning to access clinic support staff (case managers, unit clerks, nurses, etc)
R2 – utilizing appropriately with some preceptor input
R3 – proficient and autonomous utilization of ancillary staff
Patients a day
R1 – 6-7
R2 – 10-12
R3 – 14-16
Guideline Practice (National and Local)
R1 – be familiar with existence of national and local guidelines for common conditions
R2 – improved utilization of guidelines
R3 – proficient with utilization of guidelines and documentation in notes justification if deviated from guidelines
Autonomy
R1 – with help, direct supervision with every patient
R2 – less help; review all patients and go in on complicated
R3 – relatively independent; review all patients and go in on patients when requested
Medical Knowledge
Developmental Milestones
R1 – utilizing charts
R2 – memorizing charts
R3 – knowing and utilizing in practice efficiently
Immunization Schedule
R1 – utilizing charts
R2 – memorized charts for routine schedule
R3 – memorized routine schedule and knowing how to use catch up
Health Maintenance
R1 – learning schedules for preventative care
R2 – memorized schedules for preventative care
R3 – special needs preventative care, Down’s
Procedures (Track Procedures)
R1 – direct supervision
R2 – indirect supervision
R3 – independent with help as needed
Differential Diagnosis
R1 – complete with appropriate justification for likelihood of diagnosis and developing ability to choose most likely diagnosis
R2 – focused and relevant
R3 – reliable diagnosis with well justified exclusions of other possible diagnosis (i.e. infant with fever and fussy, explain why not meningitis; or abdominal pain and constipation, why not acute abd/appendicitis)