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                                                   Internal medicine junior rotation lecture notes pdf
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    are not displayed in this preview. You are reading free preview pages 164 to 173 are not displayed in this preview. You are reading the free preview page 177 does not appear in this preview. After successfully completing primary education, students move from course-based teaching to a more hands-on
    learning approach in their clinical rotation. In the U.S. and countries with similar 4-year medical programs, classically the first year of this clinical experience includes at least six mandatory rotations known as clerkships and include internal medicine, surgery, pediatrics, OB/GYN, neurology and psychiatry.
    Most of them also include a family medicine official, and in some cases outpatient medicine or emergency medicine. Depending on the speciality, the duration of the official usually varies from 4 to 12 weeks. During office work, students become active members of the medical team in the field and
    participate in both hospital and outpatient care. Under the supervision of preceptors, they gain first-hand experience in the treatment of patients and gain valuable insight into the routine of practicing doctors. This is an opportunity to acquire and practice a number of basic clinical skills required for daily
    work as a doctor, such as rounding, writing notes, placing orders and presenting patients. Students also learn specialized skills, including basic surgical skills such as sewing and bonding, pregnancy management and performing specific tests such as neurological or mental examination. Additionally,
    clerkships are an opportunity for students to explore pre-existing areas of interest and help them determine what they want to practice and specialize in. The following article covers the general aspects encountered during all officials, including initial rounding, rounding, patient presentation,
    meetings/meetings information about shelf exams and guidance on studies and time management. In addition, it provides information on professional conduct and assessment and classification, as well as advice on applications for a stay. Detailed information on individual officials can be found in the in
    the table below. Don't be afraid to ask questions about how you can help and improve. The more you ask, the more opportunities you will have! Your primary responsibility as a student is to learn rather than make decisions about patient management. Redirect anything beyond your responsibility (e.g.
    management questions from patients or family members) to your warrants. You need to be careful with copying pasting notes for future use as it requires meticulous review and modification of each section to avoid errors and potential breaches of patient confidentiality! SOAP format for writing notes Use
    SOAP (Subjective, Purpose, Rating, Plan) format to structure notes and present patients. Plan tip: If possible, look at the previous day's plan to help determine today's plan. In many cases, this will not change. Example of a daily progress note Never forget to add date, time and signature to all notes and
    orders! Your note is proof of your work. If it's not in a note, it didn't happen. During ros presentation, do not contain too much detailed information (especially negative findings) because you will waste valuable time and most likely lose the attention of preceptors. If possible, look at the plan from the previous
    day to help determine today's plan. In many cases, this will not change. Tips and tricks It is perfectly normal to be especially nervous the first few times to present the patient, but there is no need to worry! Everyone had to start somewhere and know what you're going through. Tip: Add your personal notes
    and questions to the relevant AMBOSS articles section for quick download and browsing! Patient study For many participants, knowing where the information comes from is just as important as knowing the information itself! When you don't know the answer If you have the wrong question once, be
    prepared to ask the same question again. Don't be yourself if you answered some questions incorrectly. Remember that you are a student and these questions are an opportunity to learn. Expressing interest to learn is the most important thing! You will have an unpredictable schedule during some officials
    and most likely often disturbed. Stay calm and optimize your learning process by completing available time with easy-to-complete tasks. Adapt to patient appointments It is not enough just to examine the content related to meetings with patients, because it can leave you with some significant gaps in
    knowledge on the day of the test! Exam shelf strategies Trust your study plan and be consistent. This will allow you to make effective use of your learning time and help you feel confident when taking the shelf exam! 1. AMBOSS Internal Medicine Study Plan. . Accessed 26 June 2020 2. Research plan
    angiology of AMBOSS. . Accessed 26 June 2020 3. AMBOSS pulmonology research plan. AMBOSS. Accessed 26 June 2020 4. AMBOSS gastroenterology research plan. . Accessed 26 June 2020 5. Amboss haematology and oncology research plan. Accessed 26 June 2020 6. AMBOSS nephrology
    research plan. . Accessed 26 June 2020 7. AMBOSS endocrinology and metabolism study plan. . Accessed 26 June 2020 8. Plan for the study of rheumatology and immunology AMBOSS. . Accessed 26 June 2020 9. Plan for the study of infectious diseases AMBOSS. . Accessed 26 June 2020 10.
    AMBOSS dermatology testing plan. . Accessed 26 June 2020 11. AMBOSS surgery study plan. . Accessed 26 June 2020 12. ENT AMBOSS test plan. . Accessed 26 June 2020 13. AMBOSS urological testing plan. . Accessed 26 June 2020 14. AMBOSS neurology study plan. . Accessed 26 June 2020
    15. AMBOSS ophthalmic research plan. . Accessed 26 June 2020 16. AMBOSS psychiatric research plan. . Accessed 26 June 2020 17. Plan of obstetrics and gynecology research AMBOSS. . Accessed 26 June 2020 18. AMBOSS Paediatric Research Plan. . Accessed 26 June 2020 19. AMBOSS
    genetic testing plan. . Accessed 26 June 2020 20. AMBOSS Family Medicine Research Plan. . Accessed 26 June 2020 21. AMBOSS Emergency Medicine Research Plan. . Accessed 26 June 2020 22. AMBOSS add-on for Anki. . Accessed June 4, 2020. 23. Step 2 decks AnKing selection. . Accessed
    June 4, 2020. 24. Anki Lounge Medical School on Reddit. . Accessed June 4, 2020. 25. Micromedox. . Accessed June 4, 2020. 26. CredibleMeds. . Accessed June 4, 2020. 27 Drugs.com. Article 27. . Accessed June 4, 2020. 28. Calculate by QxMD. . Accessed 3 June 2020 29. American College of
    Cardiology. ASCVD Risk Estimator Plus. /calculate/estimate/. Accessed 3 June 2020 30. MD Calc. . Accessed 3 June 2020 31. Solutions to clinical problems. . Accessed 3 June 2020 32. Figure 1. . Accessed 3 June 2020 33. Medshr. Accessed 3 June 2020 34. American College of Physicians (AKP). .
    Accessed July 8, 2020. 35. DynaMed. . Available Available 8, 2020. 36. American Academy of Family Physicians. Accessed 28 May 2020 37. American College of Surgeon. . Accessed July 8, 2020. 38. American Academy of Pediatrics. . Accessed June 17, 2020. 39. APA. American Psychiatric Society. .
    Accessed June 15, 2020. 40. American Academy of Neurology. . Accessed July 8, 2020. 41. ACOG - Practical Bulletin. . Accessed June 15, 2020. 42. Recommendations uspstf A and B. . Accessed 14 May 2020 43. Clinical Guidelines & Recommendations. . Accessed 28 May 2020 44. Vaccination
    schedules. . Accessed 28 May 2020 45. Cochrane website. . Accessed 3 June 2020 46. NEJM Resident 360. . Accessed 3 June 2020 47. NEJM Interactive Cases. . Accessed June 3, 2020 Lynn B Jorde, Stephen P Wooding. Genetic variability, classification and race. Nat Genet. 2004; 36(S11): p. S28-
    S33. doi: 10.1038/ng1435. Cipriani VP, Klein S. Clinical characteristics of multiple sclerosis in African Americans. Curr Neurol Neurosci Rep. 2019; 19(11). doi: 10.1007/s11910-019-1000-5. Ogedegbe G, Shah NR, Phillips C, et al. Comparative efficacy of angiotensin conversion enzyme inhibitors based
    on cardiovascular performance in hypertension blacks versus whites. J Am Coll Cardiol. 2015; 66(11): p. 1224–1233. doi: 10.1016/j.jacc.2015.07.021. Hunting LM, Truesdell ND, Kreiner MJ. Genes, race and culture in clinical care. Med Anthropol Q. 2013; 1. 27 para.2: p. 253 to 271. doi:
    10.1111/maq.12026. Zhang F, Finkelstein J. Inconsistency in racial and ethnic classification in pharmacogenetic studies and its potential clinical implications. Pharmacogenomics and personalized medicine. 2019; Copy 12: p. 107–123. doi: 10.2147/pgpm.s207449. Gibbs, Lip, Beevers. Angioedema due to
    ACE inhibitors: increased risk in patients of African descent. Br J Clin Pharmacol. 2001; 48(6) p. 861 to 865. doi: 10.1046/J.1365-2125.1999.00093.x. {{uncollapseSections(['HO1KFS0', 'BO1zuS0', 'LN1wbh0', 'FO1g8S0', 'sO1tFS0', '_O15ES0', 'el1xDS0', 'yO1dES0', 'Ul1bwS0', '2l1TwS0', 'fl1kwS0',
    'tO1X8S0', 'Tl16wS0', 'mN1Vbh0', 'xO1EuS0', 'GO1BFS0', 'EO188S0', 'wO1huS0', 'nN17bh0', '9O1NuS0')}}} '9O1NuS0']}}
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