McMaster Program Competencies

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1. Provide patient-centred care that is compassionate, and effective for the treatment of health problems and the promotion of health.

1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.

Activity Objectives
Explain the basic principles of various imaging techniques (Plain Radiographs, barium studies, ultrasound, CT, MRI, Nuclear medicine).
Describe the epidemiology and pathophysiology of acute abdominal pain.
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
Describe the unique components of an orthopedic history (compared to other system-related histories).
Articulate an approach to the evaluation of patients with autism spectrum disorder and attention deficit disorder.
Review the diagnostic criteria for mood and anxiety disorders.
Compare and contrast the features of psychosis and delirium.
Review an approach to classification of primary vasculitis.
Review the evidence of neurobiological changes in mood and anxiety disorders.
Students should be able to define psychosis.
Identify etiological factors relevant to psychosis and delirium.
Review laboratory marker for a variety of Vasculitides.
Illustrate the normal GI tract using various imaging modalities.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
Describe an approach to the orthopedic physical examination.
Discuss the basic imaging abnormalities of common GI disorders.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Discuss treatment options for mood and anxiety disorders.
Use PBL cases from prior sub-units to identify psychiatric perspectives in these cases.
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe the biology of psychosis.
To know what actions to do when an adverse drug event is suspected.
Review several pathophysiologic mechanisms in vasculitis.
Describe how to assess for suicide risk.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Describe the initial management of patients with acute abdominal pain.
Describe the management of a patient with toxic megacolon.
Identify the risk factors for suicide.
Explain how to detect, evaluate and manage adverse drug events.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
Review cases of common orthopedic injuries with rationalization for methods of diagnosis and management.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Outline an approach to short stature in children including history, physical examination and basic investigations.
Describe the determinants of health in psychotic disorders.
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Clerkship Objectives
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
To perform a comprehensive obstetrical and gynaecological history.
To perform a complete obstetrical physical examination.
The student is able to demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child’s age, development, and the family’s cultural, socioeconomic and educational background.
Position and immobilise patient for certain physical exam skills
Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
Describe the radiographic findings (of fractures).
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Perform focused history as part of the general medical history, including: chief complaint, present illness, surgical history, family history, and social history
Perform a general physical examination with emphasis on:
Chest & breast examination
Order appropriate laboratory investigations
Order appropriate imaging investigations
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Assess a patient who has an ASA class 1 or 2 classification with regards to their readiness for anesthesia by taking an appropriate history and performing a relevant physical examination.
Assess the patient's airway for ease of mask ventilation, LMA insertion or endotracheal intubation.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Collect accurate information regarding function in basic and instrumental activities of daily living.
Perform an appropriate physical examination relevant to the patient’s presentation, the history obtained, and the acuity of the encounter (includes mental status examination).
Discuss the differential diagnosis of inguinal pain, mass or bulge. consider hernia, adenopathy, muscular strain.
Develop a differential diagnosis for a 20-year-old patient with breast mass and a 45- year-old patient with breast mass. Consider benign vs. malignant, abscess.
Discuss the differential diagnosis of ear pain (otalgia). Consider infection, trauma, neoplasm, inflammation, vascular contrast etiologies in children versus adults.
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
Interact with patient in order to gain his & her confidence and cooperation, to assure comfort and modesty, and to develop an understanding of age, race, culture & SES on the patient's health.
Abdominal examination
Describe how you would assess a patient's volume status
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Describe the causes of hepatomegaly.
Characterization of abdominal pain (location, severity, character, pattern).
Demonstrate the components of a complete abdominal examination including rectal, genital and pelvic examinations.
Demonstrate and relate the significance of various maneuvers utilized in evaluating acute abdominal pain. Examples: iliopsoas sign, Rovsing's sign, obturator sign, Murphy's sign, cough tenderness, heel tap, cervical motion tenderness.
Recognize the Cushing reflex and its clinical importance (brain herniation).
Describe the diagnostic work-up and sequence: Discuss importance of the patient's history: estimated duration of illness, nipple discharge, breast cancer risk factor assessment. Discuss physical findings to look for.
List least six symptoms or physical findings of dehydration.
Discuss a differential diagnosis, evaluation, and treatment of a patient with: non-healing lower extremity wound; non-healing wound of the torso; body area other than the lower extremity.
Discuss the characteristic history findings for each of the above (perianal pain) including: character and duration of complaint, presence or absence of associated bleeding, relationship of complaint to defecation.
Discuss the appropriate imaging studies and work up for retroperitoneal masses.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
Perform a mental status examination of a patient with psychiatric illness.
Describe a basic differential diagnosis including the significant worst-case diagnosis for every patient assessed.
To perform a complete gynecologic examination.
Acutely Ill Child: Acute abdomen, Burn, Diabetic ketoacidosis / Diabetes mellitus, Meningococcemia, Poisoning / intoxication, Shock, Trauma
Measure and interpret height, weight, head circumference (including plotting on growth curve and calculation of body mass index)
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Perform a physical examination and functional assessment on an elderly patient, adapting it to possible conditions of frailty, mobility, hearing loss, memory loss and other impairments.
Anxiety Disorders
Conduct a suicide risk assessment and management.
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Recognise an acutely ill child.
Adolescent Health Issues: Disordered eating, Psychosocial history (HEADDSS), Pubertal development, Sexual health, Sexually transmitted infections, Substance use and abuse
Measure and interpret vital signs
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Perform a mental status examination to evaluate confusion and/or memory loss in an elderly patient.
Order and Interpret Laboratory Investigations:
Inguinal & scrotal examination
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Temporal sequence of abdominal pain (onset, frequency, duration, progression).
Develop a differential diagnosis for various patients presenting with acute abdominal pain. Differentiate based on: Location (RUQ, epigastric, LUQ, RLQ, LLQ, Flank) and Symptom complex (examples: periumbilical pain localizing to RLQ, acute onset left flank pain with radiation to the testicle etc).
Describe the signs, etiology and treatment of intracranial hemorrhage (subarachnoid hemorrhage and intracerebral hemorrhage).
Discuss importance of the patient's history: estimated duration of illness, associated symptoms (pain and its characteristics), and risk factors.
Describe physical exam findings for each diagnosis of perianal pain. Indicate in which part of exam (external, digital, anoscopic or proctoscopic) these findings are identified.
Discuss presentation and physical findings of each (loss of cremasteric reflex, high or transverse lie, blue dot sign etc.)
Discuss the diagnosis and management of obstructive ulcer disease.
Rectal examination
Assess a patient's fluid/volume status (using history, physical exam, available monitors and laboratory investigations)
Assess for risk of iatrogenic complications (including increased risk among the elderly).
The student will be able to explain the techniques of joint aspiration and joint injections.
Discuss the diagnosis and management of the patient with an abnormal mammogram (consider microcalcifications).
Discuss important physical exam findings: hepatomegaly; palpable mass; Courvoisier's sign; Murphy's sign; scleral icterus; abdominal tenderness; lymphadenopathy; Charcot's triad; Reynold's pentad.
Discuss the diagnostic work-up and treatment of oliguria in the postoperative period. Include pre-renal, renal, and post-renal causes (including urinary retention).
Laboratory investigations of scrotal swelling and pain: normal urinalysis, normal or minimally elevated white blood cell count.
Discuss the appropriate diagnostic work-up of a patient with suspect reflux. What is the role of: barium swallow; endoscopy; manometry; 24 hour pH testing.
Personality Disorders
Assess and manage violence/agitation/homicidality
Demonstrate a basic ability to distinguish seriously ill or injured patients from those with minor conditions.
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
To perform a physical examination on a labouring patient.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Altered LOC: Encephalitis, Head Injury, Hypoglycemia, Metabolic disease
Palpate for fontanelles and suture lines
Acquire and synthesise relevant information from relevant sources including: family, caregivers, and other health professionals.
Demonstrate appropriate infection control practices and patient draping during physical examination to ensure patient safety and comfort.
Ability to take a clinical history
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
Assess (including relevant physical exam) and manage substance use.
Demonstrate a focused history and physical examination.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Bruising / Bleeding: Hemophilia, Idiopathic thrombocytopenic purpura, Leukemia
Demonstrate physical examination skills that reflect consideration of the clinical presentation as well as the comfort, age, development, and cultural context of the infant, child, or adolescent.
Perform red reflex and cover-uncover test
Ability to perform a physical examination
Insert an LMA with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety during insertion. Assess appropriate positioning of the device.
Monitor for response to therapy including compliance and potential adverse effects.
Pertinent medical history: prior surgery or illness, associated conditions (pregnancy, menstrual cycle, diabetes, atrial fibrillation or cardiovascular disease, immunosuppression). Medications: anticoagulation, steroids etc. (for abdominal pain).
Differentiate TIA, RIND, and CVA.
Describe the common benign skin lesions and their treatment (papillomas, skin tags, subcutaneous cysts, lipomas).
Describe the most common diagnostic procedures used to evaluate pulmonary and mediastinal lesions.
Perform laryngoscopy and endotracheal intubation with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety. Assess appropriate positioning of endotracheal tube.
Describe how we measure patient ventilation and oxygenation and how to determine if they are adequate.
Describe the characteristics, typical location, etiology and incidence of basal cell and squamous skin cancers.
Discuss the role of fine-needle cytology, open biopsy, CT scan, MRI, thyroid scan, and nasopharyngeal endoscopy in the diagnostic work up of a neck mass.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Assess and manage other psychiatric emergencies/crises and acute presentations: toxidromes and withdrawal; overdoses: (e.g. TCA, acetaminophen); severe drug reactions: NMS, sertonin syndrome, dystonia; medical conditions with possible psychiatric presentation (e.g. catatonia, delirium)
Distinguish which conditions are life-threatening or emergent from those that are less urgent.
Conduct a sensitive, focused physical exam relevant to the patient’s presenting problem.
To perform a physical examination on a gynaecological patient presenting for emergency care.
Dehydration: Hyponatremia / hypernatremia, Mild / moderate / severe dehydration
Demonstrate competence with the following paediatric physical examination skills in addition to general physical examination skills:
Perform otoscopy
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
Assess self-care.
Demonstrate the ability to evaluate and initiate treatment of the undifferentiated patient.
Development / Behavioural / Learning Problems: Attention deficient disorders, Autism spectrum disorder, Cerebral palsy, Fetal alcohol spectrum disorder, Global delay, Gross motor delay, Learning disability, Speech / language delay
Inspect for dysmorphic features
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Describe the differential diagnosis of a pancreatic mass.
Describe the possible causes, appropriate laboratory studies needed, and treatment of the following conditions: hypernatremia; hyponatremia; hyperkalemia; hypokalemia; hypochloremia
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Discuss the characteristics of malignant skin lesions which distinguish them from benign lesions.
Outline the evaluation of a patient with a salivary gland mass. Describe the potential etiologies. Describe the common tumors of the salivary gland and their management.
Somatoform disorders
Assess capacity.
Describe the concept of triage and prioritization of care, including paraphrasing the use of Canadian Triage and Acuity Scale (CTAS). Recognize that certain groups of patients require a high index of suspicion for serious illness (e.g.,immunocompromised, chronic renal failure, transplant, extremes of age, intoxicated, and diabetes).
To develop the skills to perform an appropriate sexual health history procedures.
Diarrhea: Celiac disease, Cow’s milk protein allergy, Gastroenteritis, Hemolytic uremic syndrome, Inflammatory bowel disease, Toddler’s diarrhea
Elicit primitive reflexes
Medical Psychiatry
To recognize the normal progress of labour and delivery.
Edema : Nephritic syndrome, Nephrotic syndrome, Renal failure
Perform infant hip examination
Describe the diagnostic evaluation, differences between blunt and penetrating mechanisms of injury and the initial management of: Spine injury; Thoracic injury; Abdominal injury; Urinary injury.
Differentiate upper vs. lower GI hemorrhage.
Describe the early management of a major burn.
Discuss history and physical exam abnormalities (stomach).
Trauma- and stressor-related disorders
Assess a sexual and trauma history.
To identify and demonstrate the management of abnormal labour.
Eye Issues: Absent red reflex , Amblyopia, Conjunctivitis, Normal vision development, Periorbital / orbital cellulitis, Strabismus, Visual changes
Assess the lumbosacral spine for abnormalities
Other: Impulse control disorders, Factitious Disorder and Malingering
Assess sleep history and provide counselling.
To demonstrate an ability and approach to assessing: Normal labour; Rupture of membranes; Third Trimester Bleeding; Abdominal Pain in Pregnancy.
Fever: Different age groups (<1mo, 1-3 mo, >3 mo), Kawasaki disease, Meningitis, Occult bacteremia /sepsis, Urinary tract infection, Viral
Assess for scoliosis
Discuss diagnostic studies (stomach).
Discuss the differences in evaluation and management of the patient presenting with: hematemesis, melena, hematochezia, guaiac positive stool.
Amnestic and Dissociative disorders
Genito-urinary Complaints (hematuria, dysuria, polyuria, frequency, pain): Balanitis, Enuresis, Phimosis, Testicular torsion, Vesicoureteral reflux, Vulvo-vaginitis
Palpate femoral pulses
Assessment of cognitive deficits (and use of screening instruments e.g. MMSE, MOCA, etc.).
Growth Problems: Constitutional delay, Failure to thrive, Familial short stature, Obesity, Turner syndrome
Examine external genitalia
Assess and manage acute psychosis.
Headache: Brain tumor, Concussion, Increased intracranial pressure, Migraine
Assess for sexual maturity rating (Tanner staging)
Inadequately explained injury (Child abuse): Abusive head trauma, Domestic violence, Neglect, Physical abuse, Sexual abuse
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Limp / Extremity Pain: Bone tumor, Growing pains, Juvenile idiopathic arthritis, Legg Calve Perthes disease, Osgood Schlatter disease, Osteomyelitis, Post-infectious, Reactive arthritis, Rheumatic fever, Septic arthritis, Slipped capital femoral epiphysis, Transient synovitis, Trauma / injury
Discuss the common invasive and noninvasive diagnostic tests for DVT.
Lymphadenopathy: Cervical adenitis, Lymphoma, Mononucleosis, Reactive
To perform a history of gynaecologic problems presenting to the emergency room.
Mental Health Concerns: Anxiety, Depression, School refusal, Suicidality
Murmur: Congenital heart disease, Innocent murmur
Neonatal Jaundice: Biliary atresia, Breast feeding jaundice, Breast milk jaundice, Hemolytic anemia, Kernicterus, Physiologic
Newborn: Abnormal newborn screen, Birth Trauma, Congenital infections, Cyanosis, Depressed newborn, Hypoglycemia, Hypothermia, Hypotonia / floppy newborn, Large for gestational age , Neonatal abstinence syndrome, Newborn physical exam (normal, abnormal), Prematurity, Respiratory distress, Sepsis, Small for gestational age, Trisomy 21, Vitamin K deficiency
Pallor / Anemia: Hemoglobinopathies, Hemolysis, Iron deficiency
Rash: Acne, Cellulitis, Diaper rashes, Drug eruption, Eczema, Henoch Scholein purpura, Impetigo, Scabies, Scarlet fever, Seborrhea dermatitis, Urticaria, Viral exanthems
Respiratory distress / Cough: Anaphylaxis, Asthma, Bronchiolitis, Congestive heart failure, Croup, Cystic fibrosis, Epiglottitis, Foreign body, Pertussis, Pneumonia, Status asthmaticus, Tracheitis
To describe the approach to the management of patients presenting with a history of domestic violence.
Seizure / Paroxysmal event: Arrhythmia, Breath-holding spell, Brief resolved unexplained event, Febrile vs. non-febrile seizure, General vs. focal seizure, Status epilepticus, Syncope
Sore Ear: Otitis externa, Otitis media
Sore Throat / Sore Mouth: Dental disease, Oral thrush, Peritonsillar abscess, Pharyngitis, Retropharyngeal abscess / cellulitis, Stomatitis
Vomiting: Gastroeosphageal reflux / Gastroeosphageal reflux disease, Intestinal atresia, Intussusception, Malrotation/volvulus, Pyloric stenosis
Well Child Care (newborn, infant, child) : Anticipatory guidance, Circumcision, Crying / colic, Dental health, Discipline / Parenting, Growth – Head circumference, Height, Weight, Body mass index, Health active living, Hearing, Hypertension, Immunizations Injury prevention, Normal development, Nutrition & Feeding, Sleep issues, Social-economic / cultural / home / environment, Sudden infant death syndrome
General Objectives
Cognitive dysfunction.
Depressed mood or anhedonia.
Recognize normal parent-child attachment.
Describe maternal complications of pregnancy.
Identify the common physiologic changes which accompany the aging process, and how these changes may be associated with geriatric syndromes (such as cognitive impairment, gait/balance disturbance, falls/fracture, urinary incontinence, mood disturbance, and polypharmacy).
Describe an approach to assessment, investigation and management of patients with disorders of the hepatobiliary system.
Develop a basic approach to low back pain and explain its common causes and its investigation and management.
Anxiety or panic.
Genetic influences.
Recognize the factors that promote coronary atherosclerosis ("risk factors").
Describe the genetics and molecular structure of hemoglobin, its synthesis and how qualitative and quantitative abnormalities cause disease.
Describe the mechanism and consequences of quantitative and qualitative abnormalities of platelets.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Theme 1: Mood and affect regulation, including stress
Illustrate how being a good communicator is a core clinical skill for physicians, and how effective physician-patient communication can foster patient satisfaction, physician satisfaction, adherence and improved clinical outcomes (CanMEDS 2015).
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Apathy and withdrawal.
Brain development and function.
Describe the role of iron, folic acid and vitamin B12 in hematopoiesis.
Describe the mechanisms and consequences of coagulation factor deficiencies.
Theme 2: The inter-relationship of mental and physical processes
Suicidality.
Describe the key features of psychosis.
Explain the predisposing factors, initiation and management of pre-term labour.
Demonstrate application of subjective and objective patient information to support decision making and critical thinking in urgent care situations.
Develop a conceptual approach to management of venous thromboembolic disease.
Develop a conceptual approach to diagnosis of bleeding disorders.
Explain the pathophysiology and clinical presentation of dementia.
Demonstrate the ability to collect family history information, construct and analyze a family pedigree.
Recognize signs of basal ganglia dysfunction.
Irritability or elevated mood.
Describe common symptoms of depression, bipolar disorder and mixed states.
Describe the assessment of normal and abnormal childhood behaviour.
Describe factors that adversely affect fetal growth and well-being.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Differentiate between inflammatory and mechanical back pain.
Anger and violence.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Early life experiences.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Explain the effects of airflow obstruction on the respiratory tract, lung mechanics and gas exchange. Use this knowledge to explain the symptoms and signs with which the patient with lower or upper airway obstruction presents.
Describe the destruction of hemoglobin and bilirubin metabolism especially in relation to hemolytic disorders.
Conduct an appropriate hematology history.
Theme 3: The relevance of past/early experiences to mental health and illness and development
Demonstrate how to perform the basic communication and interpersonal skills that are required to accomplish each of the specific and discrete tasks defined in the Kalamazoo Consensus Statements. (1999, 2002).
Identify and locate peripheral pulses
Examine the psychology of chronic disease, the impact on the family and the roles of the health care team members.
Perceptual disturbances.
Physical health.
Explain the basis of cancer diagnosis and prognosis.
Conduct an appropriate respiratory history, including medication and occupation history.
Conduct an appropriate physical exam of the hematologic system.
Theme 4: Perception and thought processes
Demonstrate the specific skills for interacting with and responding to patients who present moderate communication challenges (anger; anxiety; values different from the students’ own).
Conduct an appropriate cardiology history.
Explain the pathophysiology and clinical presentation of Parkinsonism.
List biological features of depression.
Recognize childhood behavioural problems, in particular aggression.
Conduct an appropriate physical exam of the cardiovascular system.
Describe the cognitive distortions seen in depression.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Explain how mechanical abnormalities affect function.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Discuss rheumatic disorders, including vascultis and myopathies, that present with overlapping neurological symptoms.
Abnormal beliefs.
Socio-economic situation.
Develop a mechanism-based approach to management of airflow obstruction.
Develop a mechanism-based approach to the management of coronary artery disease.
Conduct an appropriate physical exam of the respiratory system.
Demonstrate how to develop with patients, families, and other professionals a common understanding on issues and a shared plan of care, as defined by the Kalamazoo Consensus Statements. (CanMEDS 2015).
Discuss degenerative musculoskeletal diseases.
Identify diagnostic tests and measurement tools classically used to evaluate inflammatory disease.
Explain the basic pathophysiology and common clinical presentations of multiple sclerosis.
Disorientation and memory disturbance.
Develop a mechanism-based approach to the diagnosis and management of arrhythmias.
Identify the clinical symptoms of stroke.
Recognize common co-morbid illnesses seen in depression.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Develop a mechanism-based approach to management of respiratory pump failure.
Recognize the clinical signs that suggest limbic system dysfunction.
Compare and contrast unipolar versus bipolar depression.
Elicit the relevant history for renal disease
Pain or other forms of somatic distress.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Conduct a physical examination appropriate to the clinical problem presented
Conduct a reproductive history and complete a male and female reproductive examination.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Maladaptive behaviours.
Explain the clinical presentation and pathophysiology of length dependant neuropathies.
Elicit the relevant history for gastrointestinal disease.
Describe how to perform an appropriate examination of sensation.
Conduct a physical examination appropriate to the clinical problem presented.
Differentiate encephalitis from meningitis.
Recurrent interpersonal problems.
Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe less common metabolic bone diseases which help one learn about normal bone.
Choose and then analyze laboratory tests which would permit you to investigate systematically each of your hypotheses.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students should be able to discuss features and causes of urinary tract infection and types and etiology of kidney stones.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Explain the most common mechanism of arrhythmogenesis: re-entry
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this case, students will be able to describe the basic anatomical structures of the lower limbs.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the cardiac cycle, the mechanisms of myocardial contraction and the pathophysiology of congestive heart failure.
Upon completion of this problem, students should be able to describe the mechanism of swallowing and function of the stomach in digestion.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students will be able to describe the gross anatomy of the upper limb, including bones, muscles and nerves. They will know the functions of the key nerves of the upper limb.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to describe the factors that influence airway luminal diameter, and the key aspects of allergic mediated inflammation.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to explain the pathophysiology of the acute coronary syndromes.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students should be able to explain the role of platelets in hemostasis and thrombosis.
Upon completion of this problem, students will understand the anatomy and biomechanics of the knee, and explore the mechanisms and pathology of lesions affecting the components.
Upon completion of this problem, students will be able to describe the concept and importance of normal parent-child attachment.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will be able to describe the concept of normal and abnormal childhood behaviour.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students should be able to describe the role of coagulation factors in secondary hemostasis. Students should be able to assess the risk to family members of an individual with an X-linked condition.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students will be able to describe the fundamentals of the concept of psychosis and will have begun to explore psychotic disorders.
Upon completion of this problem, the students will be able to describe delirium and altered states of consciousness.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this problem, students will be able to describe the role and characteristics of a personality disorder and its effect on psychosocial functioning.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Blood Gases and Electrolytes
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Active Large Group Session: Introduction to Psychiatry
Epidemiology. Nosology. Brain and behaviour. Medical Psychiatry. PBL cases. Five steps to differential diagnosis. Sub-unit overview.
Active Large Group Session: Personality Disorders
Active Large Group Session: Practical EKG Interpretation
Active Large Group Session: Practical Genetics
Active Large Group Session: Psychosis and Delirium (Archived)
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Movement Disorders and Cognitive Assessment
To review the common movement disorders relevant to psychiatry. A general approach to management of the specific disorders. To review the key components of cognitive assessment.
Clerkship Teaching Session: The Psychiatric Interview and mental status exam
Interviewing techniques. Review of Psychiatric Interview. Risk Assessment. Cognitive Assessment
Clerkship Teaching Session: Toxidromes and the Agitated Patient
Sympathetic toxidrome. Anticholinergic toxidrome. Cholinergic toxidrome. Opioid toxidrome. Sedative Hypnotic toxidrome. Hallucinogens
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Clinical Pathology Conferences (CPC): Head, Neck and ENT Malignancy (Archived)
Introduce head and neck cancer. Illustrate using a clinical presentation with pathological correlation. Develop an approach to patients with head and neck symptoms.
Clinical Pathology Conferences (CPC): Neuro Week 1
45 yr old male noticed some clumsiness and weakness of the left hand.
Clinical Pathology Conferences (CPC): Neuro Week 2
Harry is a 64-year-old with new-onset seizures (L arm jerking then loss of consciousness) lasting 20min in duration, with 3h before returning to baseline. On context of intermittent headache & blurry vision for few months, 3wks of progressive, insidious onset L arm weakness.
Clinical Pathology Conferences (CPC): Neuro Week 3
67 year-old woman reporting numbness and tingling in feet. Started in toes and has progressed to entire foot over the past 12 months. Feels like “walking on socks” even when her feet are bare. Especially bad at night and in morning upon awakening. Toes have also started feeling “heavy”, hard to wiggle.
Clinical Pathology Conferences (CPC): Neuro Week 4
Nancy: 50-year-old female, one year of involuntary movements. The movements wax and wane during the day, but completely stops while asleep. Movements were initially subtle but progressive over time. Five years ago, she was fired from her job due to impulsivity and anger issues. Since this time, she has been unemployed, withdrawn, and depressed
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Mood Disorders in Adolescence
Review an approach to assessment of mood disorders, including exploring unique considerations for adolescent patients. A 14yo M presents with mom to family medicine clinic with concerns for low mood.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Assessment of mood and anxiety
Assessment of Mood. Key concepts: Symptoms, syndromes, episodes, and disorders. Depressive symptoms. Manic Symptoms. Mood Episodes and Disorders: Major Depressive Disorder, Bipolar Disorder. Screening for depression. Assessment of Anxiety. Main Anxiety Disorders: Specific Phobia; Social Phobia (aka social anxiety disorder); Panic Disorder with/without Agoraphobia; Generalized Anxiety Disorder; Obsessive Compulsive Disorder; Post-traumatic Stress Disorder.
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Dyspnea in Adult Palliative Care
To practice a palliative care assessment, including symptom assessment, detailed social and functional history, and practice a goals of care discussion using the Serious Illness Conversation Guide (Click for link) as a template. To practice using likelihood ratios from the JAMA Rational Clinical Exam Article Does this patient have a pleural effusion? to formulate a post-test probability of pleural effusion in this case. To discuss common clinical tools helpful in a palliative care assessment, including the Edmonton Symptom Assessment Scale (ESAS – Click for link), and Palliative Performance Scale (PPS). To discuss core principles of primary palliative approach to care. Pro Comp Connection – Palliative care for marginalized populations.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Headache
Review and to practice an approach to history and exam of headache including red flags. A 21yo F presents to family medicine clinic with headache.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Clinical Skills Sessions: Parkinson's Disease
Review an approach to history and physical exam for Parkinson’s Disease, including practicing screening neurological examination. A 70yo F presents to neurology clinic, referred for tremor and falls.
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Intrapartum Fetal Surveillance
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 1: Assessment of mood and anxiety
Principles of mood assessment. Mood episodes and disorders: Depressive, manic, mixed, hypomanic. Screening for depression. Psychiatric history. Anxiety.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Antenatal examination
Essential Clinical Experience: Antenatal history
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Aphasia
Connections between Wernicke's and Broca's areas, mediating expression of language utterances in speech. Broca's area and the primary motor area. Primary auditory perception and Wernicke's area. Connection between vision and Wernicke's area, mediating reading ability. Somatosensory perception (tactile, pain, cold/hot, position sense) and Wernicke's area. Key aspects to aphasia: Lesion, insult in the dominant hemisphere; Impaired naming; Is repetition impaired? Is comprehension impaired? Is reading and writing impaired?
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Gastrointestinal Radiology
Radiology Procedures: Plain Films, Barium Studies, Angiography, US, CT, MRI, Nuclear medicine, Endoscopy, ERCP. Barium Studies: Barium Swallow, Upper GI Series, Small Bowel Follow-Through, Small Bowel Enema, Barium (Large bowel) enema.
Large Group Session: Intro to Neurology subunit and Intro to Neurosciences
How much Neuro do you need to know? What do residency program directors expect? Weekly themes: Week 1:Muscle, NMJ, Nerve. Week 2: spinal cord, brainstem. Week 3: Basal Ganglia, Limbic system. Week 4: Cerebral cortex. Muscle. Localization. Neuromuscular junction. Nerve. Resting potential. Post-synaptic potentials. Anterior horn. Central vs. peripheral nervous system. Spinal cord. Brainstem. Cerebellum. Limbic system. Basal Ganglia. Cerebral cortex.
Large Group Session: Introduction to Otolaryngology and Head and Neck Surgery (Archived)
Introduction to the basic clinical exam, relevant anatomy and common clinical scenarios. Ears, Nose, Sinuses and Nasopharynx, Oral Cavity and Oropharynx, Head and Neck, Neck, Larynx, Thyroid.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Management of Nausea and Nutrition in Palliative Care (Archived)
At the end of this session, students will be able to: Identify common causes of nausea in the palliative care population. Identify some methods of treating nausea based on cause. Identify questions to ask to see if artificial nutrition would be worthwhile for a patient.
Large Group Session: Medical Oncology Emergencies (Archived)
What is febrile neutropenia (FN)? What should I ask the patient with respect to potential causes of FN? Which bacteria are most commonly associated with FN? FN Management.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
Large Group Session: Mood and Anxiety Disorders (Archived)
Anxiety, Depression and Bipolar Disorder. Review types of anxiety and mood disorders. Examine common biological constructs underlying anxiety disorders and mood disorders. Discuss comorbidity between anxiety and depressive disorders and the impact this has on outcomes.
Large Group Session: Neuro Toolbox - Muscle/nerve histology, physiology and EMG-NCS
Muscle and nerve neuropathology basics. Clinical examination. Muscle enzymes CPK. Electrophysiology EMG. Muscle biopsy. Type 1 and 2 muscle fibers. Muscular Dystrophies. Inflammatory Myopathies. Congenital myopathies. Metabolic muscle disease. Mitochondrial disease. Peripheral nerve and motor unit. Electromyogram (EMG) and Nerve Conduction Studies (NCS).
Large Group Session: Neuro Toolbox - Neurogenetics (Archived)
Genomic imprinting. Uniparental disomy. Prader-Willi Syndrome. Angelman Syndrome. Epigenetics. Nucleotide Repeat disorders. Trinucleotide Repeat disorders. Fragile X syndrome. Common characteristics of repeat disorders.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Patient History
Past obstetrical history. Gynecologic history. Menstrual history. Contraceptive history. Pregnancy history. Sexual history. Past gynecologic surgeries. Past and current medical history. Family history (familial cancers, gynecological problems, psychiatric history). Occupational and social history.
Large Group Session: Somatic Symptom Disorder (Archived)
Chronic physical complaints which suggest a medical condition. Cannot (yet) be understood or explained in terms of an underlying organic pathology. Not intentionally produced. Disabling. Somatization disorder. Hypochondriasis. Conversion disorder. Body dysmorphic disorder. Pain disorder. Factitious disorder / Munchausen's Syndrome.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: The Assessment Process in Child and Adolescent Psychiatry (Archived)
What is a child psychiatric disorder? The classification scheme of the most common child psychiatric disorders. The etiology, prevalence, outcome, and treatment of the most common disorders. The relationship between child and adult psychiatric illness.
Large Group Session: What is Mental Illness (Archived)
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: Examination
Simulations: General Anesthesia
Simulations: Intrapartum Care
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Postpartum Hemorrhage
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Standardized Patients: Patient History
Tutorial: Alessandra W. MF1 Cardiovascular
Alessandra W. is a 70-year-old lady referred to you for shortness of breath. She was previously fairly healthy until 2 months ago when she began noticing mild dyspnea with walking one to two blocks, climbing two flights of stairs, and while swimming at her local pool. Her symptoms have progressed since then to the point where she was forced to give up her swimming, which she had been doing regularly for the last several years. She also could no longer climb more than one flight of stairs without stopping. Over the last few days, she has noticed swelling in her ankles. She has become particularly concerned because she has been waking up at night short of breath and for the first time yesterday was forced to sleep sitting in her recliner. She denies any chest pain, fever, or cough.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amir Boutros MF2 Renal
Amir Boutros is a 30 year old man with a history of Crohn's disease who presents to the hospital with a recent history of increased pain and diarrhea. He is very weak, dizzy and short of breath. His BP is 80/50 with a heart rate of 120 and respiratory rate of 24. His chest X-ray is normal.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Beau Chandler MF4 Brain and Behaviour
Beau is a 3-year-old boy, the youngest of three children. His father manages a local bank and his mother is a stay-at-home mom. He has two older sisters, Theresa age 7 and Gracie age 9. His parents are in their late 30s. Beau is the focus of the entire family's attention and the apple of everyone's eye. His sisters behave like 2 additional mothers, to the point that they anticipate his every need. His parents have even noted that his language development seemed slightly slower than his sisters' as he did not need to use language to have his needs met. He now speaks well but it just seemed to be slower than his sisters (who his mother described as early talkers). Beau's mother's pregnancy was unexpected but welcomed. The pregnancy was uneventful with no history of substance use. Beau was full term and the delivery was uneventful. Beau was a cute and cuddly infant. He breastfed well and developed predictable routines for both sleeping and feeding. He appears quite adaptable. For instance, when family visits other family or friends, Beau smiles, plays and amiably engages children and adults alike. He has even slept well at these homes if needed. He needed only his favourite blanket in those situations to assist him with settling down to sleep.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Binh Hau MF4 Brain and Behaviour
Mr. Hau is a 56-year-old male, married with two teenaged children. He is employed as a pharmacist and his wife is a receptionist in a dental office. He has no formal psychiatric history. About three months ago, Binh's personality began to change in subtle ways. Previously an optimistic, outgoing individual, he gradually became serious, irritable and socially withdrawn. His family noticed that he was sleeping poorly, sometimes pacing the house all night. At times he was observed mumbling to himself as if he were conversing with someone who wasn't there. His family grew increasingly concerned.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Brock Martel MF4 MSK
Brock is a 25-year-old man who sustained a laceration to the upper third of his right forearm when he accidentally put his arm through a plate glass window. He presents to the emergency room. On examination, the ER physician finds Brock has significant weakness dorsal and palmar interossei, resulting in weakness of abduction and adduction of the index, middle and ring finger of the right hand.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Carmine Garcia MF2 Hematology
Mr. Garcia is a 57-year-old retired banker who loves to play golf and garden. Despite chronic hip pain for which he takes aspirin on a regular basis, he plays golf 2-3 times a week in the spring and summer. His wife has encouraged him to see you today because over the past 3-4 months he has felt increasingly tired, and in fact, has not done his usual summer plantings. She also finds him very irritable. With some reluctance, Carmine tells you that he has been short of breath on the green on a couple of occasions over the last week, and that he really feels too fatigued to garden for any length of time. This worries him, as he has some friends with cancer, and they seemed to have the same symptoms prior to their diagnosis.
Tutorial: Celia and Maria MF2 Renal
Maria is a 33 year old single woman who is concerned about the health of her 2 year old daughter Celia. Since three months of age Celia has been treated with multiple course of antibiotics for episodes of fever and irritability. Maria wants the doctor to check a urine sample because she thinks it might be a "urine infection" since Celia's wet diapers have a bad smell
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Child with a Limp
Identify key history and physical examination findings pertinent to the differential diagnosis of acute limp in a child. Review common causes of acute limp in children and formulate an approach for initial diagnostic work-up.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Daniel Gatto MF4 MSK
Daniel Gatto is a 41-year-old stockbroker. Once a top level soccer player, he now plays the game only over weekends, though he is sometimes able to get out for his club's midweek practice session. He enters your walk-in clinic on a Tuesday morning, limping slightly and reporting that he has been having increasing problems with his right knee over the past month. The knee has been intermittently painful and has seemed swollen from time to time. He has also been concerned about what he describes as "a feeling of weakness" of the knee, as though it was about to "give way"
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Elena Christakos MF2 Renal
Elena Christakos is a 54 yr old lady who presents to the Emergency Room with a 48 hr history of fever (temp up to 39.6 degrees celsius), chills, and weakness. Her condition in the ER deteriorates; BP falls to 80/50 and she becomes anuric. She is thought to be developing septic shock and is transferred to the ICU.
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Fergie Greer MF4 Brain and Behaviour
Fergie is a 23-year-old single woman with no children who lives with her parents. She completed university with difficulty, taking time off frequently but eventually completing her degree. She reports having difficulties with relationships since middle school and not knowing who she really is affects her mood, attention and concentration. This had an impact upon her schooling but she managed to finish with a huge effort. However, she has been unable to ever work in any capacity since finishing University a year ago. Fergie was referred by her family physician for a psychiatric consultation because she frequently presented to the family physician or student health with low mood and suicidal ideations. At times her family doctor had to send her to ER for urgent assessment following disclosure of taking an overdose or cutting her arms. She is hoping that some medications like an antidepressants will be prescribed for her and that you will believe she is unwell and needing help. She has a huge hope that you will see her regularly, and provide her with answers as to why she is not feeling happy, why she feels empty, and why she is unable to control her anger. She is also considering bipolar disorder as she heard from student health counsellor that she may have a bipolar disorder because she reported increased spending, increased sexual activity, and reckless driving. And she also informed you that she has an eating disorder when she binge eats at times. She is well read on mental health and has attended many counsellors since middle school including private therapists that her parents took her to see.
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Deglutinato MF3 Gastroenterology and Nutrition
Jane Deglutinato is a 50-year-old female with a 4-month history of progressive dysphagia, symptomatic heartburn and regurgitation that has not responded to the use of regular non-prescription oral antacid medications. She has also noticed some general joint discomfort and painful swelling of her fingers with occasional pain and discoloration of the fingertips. She also reports having lost approximately 9 lbs of weight over that period of time related to a reduction in her appetite. Her bowel movements continue to be formed with no evidence of blood or fatty stool. On examination, her vitals are within normal limits and she is afebrile. Her weight is 55 kg. You notice that she has some tightening of the skin around her mouth as well as her fingers and toes, with pitting and some ulceration of the fingertips on both hands and toes of both feet. You also note several telangiectasias over her chest and upper torso. Cardiac and respiratory as well as abdominal examinations are unremarkable.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Janet Woo MF1 Cardiovascular
Janet Woo is a 50-year-old woman with a history of intermittent palpitations. Over the last five years, she can recall infrequent and transient episodes of her heart "pounding in her chest". These episodes would not produce any other symptoms and would last no longer than a couple of minutes at a time, so she never sought medical attention. Earlier this evening, while watching television, she developed palpitations that did not resolve. She became diaphoretic, felt dizzy and somewhat short of breath and so called 911 and was brought to the ER.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Joshua Song MF4 MSK
Joshua is a 48-year-old man who suffered a motor vehicle accident while riding his motorcycle. Joshua was unable to stop in time at a red light and rear-ended into an SUV, causing him to be thrown from his motorcycle, landing on his right side. He has a large laceration to the lateral thigh. He also notices some weakness to certain movements of his right lower extremity. He is taken to the trauma centre and the physical exam reveals that he is unable to dorsiflex his ankle, evert the foot, and extend the toes on the right side. All other muscles are normal. On sensory examination, it is noted that sensation is slightly impaired over the front of the leg and foot. An x-ray reveals that he has sustained a mid-femur shaft non-displaced fracture.
Tutorial: Judy Patterson MF2 Hematology
Judy Patterson is a 22 year-old university student who presented to the Student Health Clinic with a rash on her lower legs. Her past medical history is unremarkable except for a urinary tract infection diagnosed 6 days ago for which she is taking trimethoprim-sulfamethoxazole. The only other medication she takes is the occasional dose of ibuprofen for headaches. She has never had any dental extractions or surgeries. On examination, she has no lymphadenopathy or splenomegaly, but she does have petechiae on her lower legs. You ask to look inside her mouth and there you see a blood blister on the inside of her cheek. She says she must have bitten it by accident.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Maxwell Greenfield MF2 Hematology
Maxwell Greenfield is a 32 M was admitted under the general medicine service last night with gastroenteritis. It is your first day on the hematology rotation and you are called to provide a consult for new onset pancytopenia in Maxwell. Maxwell has a history of Crohn’s disease, diagnosed at the age of 28. He is currently on methotrexate 20 mg subcut weekly to control his disease, which he has been on for the last two years. He does not take any other medications at home. He has no other medical problems. Maxwell initially presented to hospital with nausea, vomiting, and diarrhea after eating some old chicken he found at the back of the fridge. He did not have any blood in his bowel movements or mucous. He has note noted any fever.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Novak B. Part 2 MF1 Cardiovascular
Three years have now gone by and Novak B. has done very well. He has used his Nitroglycerin only once since you prescribed it, when he had to run for a bus. One night, you happen to be working an ER night shift at the local hospital when Novak is brought in by an ambulance. He is complaining of severe retrosternal chest pain, which started one hour ago. An EKG is obtained immediately and confirms an acute myocardial infarction (AMI). A chest X-ray is normal, as is his first Troponin T. You give him 162 mg of aspirin to chew, along with 180 mg of ticagrelor and enoxaparin 80 mg subcutaneously every 12 hours, as a starting dose. On examination, he is in distress from the pain and looks dyspneic. His pulse is 90 bpm and his respiratory rate is 24. His blood pressure is 100/70 mmHg in both arms. His O2 saturation is 90% on 2L oxygen via nasal prongs. His JVP is 5 cm above the sternal angle. He has bibasilar inspiratory crackles. His heart sounds are obscured by the ambient noise in the ER, but no obvious murmurs are heard. He has no peripheral edema. You briefly discuss percutaneous coronary intervention (PCI) and thrombolytic therapy. Novak does not consent to thrombolysis, but agrees to PCI.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Mosley MF2 Hematology
Shane Mosley an 18-month-old boy was brought to the emergency room by the baby sitter for treatment of a swollen and tender right knee that had developed suddenly within the previous three hours. The knee began to swell soon after Shane tripped on the family room carpet. Physical examination reveals an apparently healthy child who is crying and favouring his right leg. The knee is swollen and held in partial flexion. Shane has a few old, superficial bruises over shins, chest wall and his back. The physician in the ER concludes that there is fluid in the knee and because of the sudden onset and absence of fever, thinks this is most likely due to a joint bleed. The physician wonders about an underlying systemic bleeding disorder as the cause of Shane's joint bleed. A complete blood count, "hemostasis screen" and an x-ray of the knee are ordered.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Skylar and Siobhan Aidan MF4 Brain and Behaviour
Today, Siobhan came in sobbing, dragging a reluctant 8-year-old Skylar behind her. She wailed, "He's turning out just like his Dad. Before you know it he'll be in jail for assault, I'm scared of both of them." Siobhan explains that Skylar punched a boy in the face today and was suspended for 3 days. Evidently, there have been numerous incidents at school where the Grade 3 teacher claimed Skylar was the aggressor. This implied information about Skylar 's father was news to you and you suspect that there was more going on in the home than Siobhan had shared with you in the past. You wonder how to approach Siobhan about this.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Tammy Polk MF5 Brain and Behaviour
Mrs. Tammy Polk is very difficult to interview. She is an extremely vague and difficult historian. Her family tell you that she was diagnosed with breast cancer 5 years ago and had a mastectomy at that time. Her husband died 6 months ago and she has never really recovered. Over the past week, the family have been worried that she is "developing Alzheimer's" because of memory problems and agitation. Past psychiatric history is notable for mild depression, treated with paroxetine 20mg daily, and sleep difficulties that are chronic and date back to her days as an alcoholic. One month ago, she was started on 50 mg of quetiapine at bedtime for sleep by her family doctor. Two weeks ago, she was given Oxybutinin (Ditropan) to help with some urinary incontinence, with good effect on her bladder problem. She is admitted to hospital for further medical work-up. The 1 pm nursing note reads: "quiet, resting comfortably, oriented x 3." The results of CBC, serum electrolytes and urinalysis are pending. The medical resident calls for psychiatric consultation at 4:05 pm because the patient has become agitated and has voiced suicidal ideation. The consult note reads: "medically cleared, please transfer to psychiatry for treatment of emotional instability and psychotic depression." The psychiatric resident arrives at 5 pm and finds that the patient is visually hallucinating and disoriented.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Thomas Gagnon MF1 Respirology
Thomas Gagnon, a 12 year old boy diagnosed with asthma 1 year ago, traditionally experienced minimal respiratory symptoms. In the past, he had used inhaled salbutamol sparingly, generally during soccer games, with excellent therapeutic effect. During a late September soccer game being held in a rural area, Thomas developed sudden onset dyspnea, wheeze, and chest discomfort. Earlier in the day he had visited with family members who smoke and have three pet cats. His symptoms were mostly relieved with repeated doses of salbutamol. He awakes the following night with ongoing symptoms that are not responsive to inhaled salbutamol, despite frequent dosing. His parents are alarmed and take him to the emergency department.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Cervical checklist
Each Clerk is required to successfully complete 10 cervical checks.
Logbook/Portfolio: Labour and delivery
Must be completed by 2 colleagues on labour and delivery rotation.  1 L&D Assessment must be completed by chief resident, 1 by a faculty member other than your preceptor.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement
Simulation Completion: Examination
Complete pelvic examination simulation.
Simulation Completion: Intrapartum Care
In a simulation initially assess a labouring patient, manage a normal delivery and provide immediate postpartum care of the mother.
Simulation Completion: Postpartum Hemorrhage
Postpartum Hemorrhage (PPH) simulation.

1.2 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient

Activity Objectives
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Explain the principles of fracture management.
Clerkship Objectives
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
Demonstrate effective advocacy for patient comfort (including pain management, basic needs).
Recognize the Cushing reflex and its clinical importance (brain herniation).
Describe a basic differential diagnosis including the significant worst-case diagnosis for every patient assessed.
Outline initial diagnostic investigations for the patient’s problem(s).
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Discuss priorities and specific goals of resuscitation for each form of shock: define goals of resuscitation; defend choice of fluids; discuss indications for transfusion; discuss management of acute coagulopathy; discuss indications for invasive monitoring; discuss use of inotropes; afterload reduction in management
Describe the signs, etiology and treatment of intracranial hemorrhage (subarachnoid hemorrhage and intracerebral hemorrhage).
The student will understand the principles and techniques of antisepsis in the operating room.
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.
Demonstrate a basic ability to distinguish seriously ill or injured patients from those with minor conditions.
Demonstrate appropriate infection control practices and patient draping during physical examination to ensure patient safety and comfort.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
The student will be able to explain the techniques of joint aspiration and joint injections.
Assess for risk of iatrogenic complications (including increased risk among the elderly).
To formulate management plans for major obstetrical and gynaecological problems.
Distinguish which conditions are life-threatening or emergent from those that are less urgent.
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
Students will understand the importance of early diagnosis and treatment in subarachnoid hemorrhage and epidural hematomas.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Demonstrate the ability to evaluate and initiate treatment of the undifferentiated patient.
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Describe the appropriate triage of a patient in a trauma system.
Describe the concept of triage and prioritization of care, including paraphrasing the use of Canadian Triage and Acuity Scale (CTAS). Recognize that certain groups of patients require a high index of suspicion for serious illness (e.g.,immunocompromised, chronic renal failure, transplant, extremes of age, intoxicated, and diabetes).
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Describe the diagnostic evaluation, differences between blunt and penetrating mechanisms of injury and the initial management of: Spine injury; Thoracic injury; Abdominal injury; Urinary injury.
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: Reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
To identify and demonstrate the management of abnormal labour.
Describe the early management of a major burn.
Ability to practically provide individualized care
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
To construct differential diagnoses and management plans (for gynaecologic problems presenting to the emergency room).
General Objectives
Cognitive dysfunction.
Review common scenarios involving urgent decision making processes encountered in the acute care setting.
Depressed mood or anhedonia.
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Suicidality.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Irritability or elevated mood.
Describe the assessment of normal and abnormal childhood behaviour.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Discuss common developmental abnormalities of the musculoskeletal system in a child.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Addiction.
Global Objectives
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
Essential Clinical Experience: Participate in a discussion that involves issues pertaining to patient safety.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Adrian Scholtz Part 1
Adrian Scholtz is a 33 yr old male patient presenting at the Shelter Medical Outreach centre. He complains of a dry cough, fever, shortness of breath and worsening fatigue. He was seen at a walk-in clinic a few days ago for similar symptoms. He states he underwent testing for influenza A and COVID, but did not stay around to see what the results were. Adrian was encouraged to take Tylenol and rest, but did not receive any antibiotics or other treatment. Past medical history includes intravenous drug use, mechanical valve replacement (3 years ago), and is a current smoker. Concerned that Adrian appears quite sick, the medical clinic staff arranges for Adrian to be sent to the local ER department for evaluation.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Watching a Video: How Emerg Docs Think
Direct Observation Tool: Contribute to a culture of safety and improvement
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

1.3 Interpret laboratory data, imaging studies, and other tests required for the area of practice

Activity Objectives
Describe the inflammatory cascade.
Review an approach to classification of primary vasculitis.
Explain the basic principles of various imaging techniques (Plain Radiographs, barium studies, ultrasound, CT, MRI, Nuclear medicine).
Describe the epidemiology and pathophysiology of acute abdominal pain.
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
Discuss the purpose of the endocrine system and how it relates to the concept of homeostasis.
Demonstrate competency in performing the following interpretive skills:
Modalities for imaging of the urinary tract.
Identify the normal structures seen on abdominal radiographs, with a focus on the GI tract.
Articulate an approach to the evaluation of patients with autism spectrum disorder and attention deficit disorder.
Understand the basic concepts of genetic counselling: Referral; Non-directive counselling; Informed consent; Ethical issues; Advantages; Disadvantages.
Understand the basic concepts of pedigree analysis. Know the basic pedigree analysis symbols. Be able to construct a pedigree based on provided family history. Calculate basic risk assessments. Advantages of using a pedigree analysis. Disadvantages of using a pedigree analysis
To describe the process of hemostasis, with emphasis on the coagulation cascade.
Identify the difference between a disorder of primary hemostasis and a coagulation disorder.
Describe the secretory and excretory functions of the hepatobiliary system.
Understand the principle types of gene mutations.
Describe the anatomy, embryology and histology of the thyroid gland.
Understand calcium regulation and the effects of PTH, calcitriol and calcitonin.
To describe the anatomy and physiology of the adrenal gland.
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system.
Describe the production and regulation of growth hormone  secretion from the pituitary gland.
To review common laboratory tests used to assess the coagulation cascade.
Describe the clinical approach to diagnosing bleeding disorders.
Understand the nomenclature used to describe gene mutations.
Explain thyroid hormone synthesis and regulation.
Understand the role of the calcium sensing receptor in the parathyroid gland, kidney and bone.
To describe certain pathologies of the adrenal cortex and  medulla.
Explain the function of GH and Insulin like growth factors.
Describe how alterations in the inflammatory cascade can lead to pathogenesis of certain diseases.
Review laboratory marker for a variety of Vasculitides.
Illustrate the normal GI tract using various imaging modalities.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
What is metabolism?
Identify what constitutes a hormone and the different types of hormonal signaling (endocrine, paracrine, autocrine).
Which modality (for imaging of the urinary tract) to use and when?
Explain a step-wise approach to the interpretation of the abdominal radiograph.
Describe normal growth.
To know what actions to do when an adverse drug event is suspected.
Compare and contrast clinical presentations of rheumatoid arthritis, seronegative spondyloarthropathy, and connective tissue diseases.
Review several pathophysiologic mechanisms in vasculitis.
Discuss the basic imaging abnormalities of common GI disorders.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Provide an overview of the major endocrine glands and hormone products including the role of each hormone in homeostasis and metabolism.
What are the advantages and disadvantages of each modality (for imaging of the urinary tract)?
Outline the appearance of the normal structures of the female reproductive system on CT and ultrasound.
Compare and contrast fractures in adults and children.
To describe common clinical conditions that result from abnormalities in the coagulation cascade (venous thrombosis).
Explain common laboratory tests used to assess a bleeding patient.
Describe measures of liver synthetic function.
Understand the importance of test sensitivity for interpreting results.
Identify the metabolic function of thyroid hormone.
Understand effects of mutations(activating and inactivating) in the calcium sensing receptors.
To discuss the mechanism of action of anticoagulants used to treat venous thrombosis (heparin, warfarin, direct factor inhibitors).
Discuss examples of hepatobiliary disease.
Understand the problem of variants of unknown clinical significance.
Review common types of thyroid disease: thyrotoxicosis; hypothyroidism; thyroid nodules; thyroid cancer
Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Differentiate abnormal growth from normal growth variants.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Explain how pharmacological therapy functions to suppress inflammation at various parts of the immune response cascade.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Explain the mode of action of peptide hormones and compare this type of hormone action to that of thyroid hormone and sex steroid hormones.
Discuss the appropriateness of various imaging modalities in the work-up of common clinical presentations involving the abdominal and pelvic structures.
Outline the approach to the investigation and treatment of abnormal uterine bleeding in non-pregnant women of reproductive age.
Explain the principles of fracture management.
Describe the process of fetal health surveillance in labour.
Explain the effects of GH deficiency and GH excess.
Explain how to detect, evaluate and manage adverse drug events.
Explain how inflammatory conditions have a significant impact on the quality of life of patients affected.
Describe the initial management of patients with acute abdominal pain.
Describe the management of a patient with toxic megacolon.
List the autoantigens associated with T1DM.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
When are hormone levels normal?
Review cases of common orthopedic injuries with rationalization for methods of diagnosis and management.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Interpret results of common genetic tests.
Clerkship Objectives
Relate the significance of the various component examinations: observation, auscultation, percussion, palpation as they apply to common abdominal pathologic processes. Examples: distention, visible peristalsis, high pitched or absent bowel sounds, tympany, mass, localized vs. generalized guarding and/or rebound tenderness.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Laboratory: CBC, amylase, electrolytes, BUN, creatinine, glucose, urinalysis, beta-HCG, liver profile.
Describe the causes, diagnosis, and treatment of spontaneous pneumothorax.
Discuss the differential diagnosis of ear pain (otalgia). Consider infection, trauma, neoplasm, inflammation, vascular contrast etiologies in children versus adults.
Create an algorithm for the evaluation of a patient with a lung nodule on chest x-ray.
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
12-lead ECG — myocardial infarction.
Interpret laboratory investigations
Interpret imaging investigations
Describe how you would assess a patient's volume status
Describe the causes of hepatomegaly.
Characterization of abdominal pain (location, severity, character, pattern).
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Diagnostic imaging: Flat and upright abdominal radiographs, upright chest X-ray, ultrasound, CT scan abdomen and pelvis, GI contrast radiography, angiography.
Differentiate upper vs. lower GI hemorrhage. Discuss history and physical exam abnormalities. Discuss diagnostic studies.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
Describe a basic differential diagnosis including the significant worst-case diagnosis for every patient assessed.
Cardiac monitor rhythm analysis.
To recognize common patient problems presenting to an Obstetrician Gynaecologist including but not limited to: Amenorrhea, Contraception, Pelvic Pain, Menopause, Urogynecology Sexually Transmitted Infections, Human Papilloma Virus
Acutely Ill Child: Acute abdomen, Burn, Diabetic ketoacidosis / Diabetes mellitus, Meningococcemia, Poisoning / intoxication, Shock, Trauma
Temporal sequence of abdominal pain (onset, frequency, duration, progression).
Anxiety Disorders
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Chest radiograph interpretation.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Recognise an acutely ill child.
Adolescent Health Issues: Disordered eating, Psychosocial history (HEADDSS), Pubertal development, Sexual health, Sexually transmitted infections, Substance use and abuse
Order and Interpret Laboratory Investigations:
Describe criteria for extubation
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Interpret an electrocardiogram and a chest X-ray
Assess a patient's fluid/volume status (using history, physical exam, available monitors and laboratory investigations)
Assess for risk of iatrogenic complications (including increased risk among the elderly).
The student will be able to explain the techniques of joint aspiration and joint injections.
Discuss the diagnosis and management of the patient with an abnormal mammogram (consider microcalcifications).
Laboratory investigations of scrotal swelling and pain: normal urinalysis, normal or minimally elevated white blood cell count.
Discuss the appropriate diagnostic work-up of a patient with suspect reflux. What is the role of: barium swallow; endoscopy; manometry; 24 hour pH testing.
Personality Disorders
Demonstrate a basic ability to distinguish seriously ill or injured patients from those with minor conditions.
Extremity radiograph interpretation.
To construct differential diagnoses for major obstetrical and gynaecological problems.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Altered LOC: Encephalitis, Head Injury, Hypoglycemia, Metabolic disease
Interpret the results from: Cerebrospinal fluid: patterns of meningitis; subarachnoid hemorrhage. Paracentesis: use of SAAG; identification of spontaneous bacterial peritonitis. Pleural fluid: differentiate transudate vs. exudate; diagnose empyema.
Learn how to interpret laboratory data, imaging studies, and other tests required for the area of practice.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Differentiate TIA, RIND, and CVA.
Consider CT, cystoscopy, IVP, ultrasound, cystourethrogram, and retrograde pyleography (hematuria).
Explain the rationale for using these diagnostic tests in the evaluation of a patient with jaundice: Liver function tests, including hepatitis profile, peripheral blood smear, Coombs tests, etc. Hepatobiliary imaging procedures (ultrasound, CT scan, ERCP, PTHC, HIDA).
Discuss role of scrotal ultrasound / transillumination.
Discuss the importance of such breast imaging studies as ultrasound and mammography.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
C- spine radiograph interpretation.
Bruising / Bleeding: Hemophilia, Idiopathic thrombocytopenic purpura, Leukemia
Monitor for response to therapy including compliance and potential adverse effects.
Describe how we measure patient ventilation and oxygenation and how to determine if they are adequate.
Discuss the role of fine-needle cytology, open biopsy, CT scan, MRI, thyroid scan, and nasopharyngeal endoscopy in the diagnostic work up of a neck mass.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Distinguish which conditions are life-threatening or emergent from those that are less urgent.
Dehydration: Hyponatremia / hypernatremia, Mild / moderate / severe dehydration
Ability to select, justify and interpret clinical tests and imaging
Identify the presence of acute hemorrhage on CT head and delineate the types of acute intracerebral hemorrhage.
Students will understand the importance of early diagnosis and treatment in subarachnoid hemorrhage and epidural hematomas.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
Demonstrate the ability to evaluate and initiate treatment of the undifferentiated patient.
Pulse oximetry.
Development / Behavioural / Learning Problems: Attention deficient disorders, Autism spectrum disorder, Cerebral palsy, Fetal alcohol spectrum disorder, Global delay, Gross motor delay, Learning disability, Speech / language delay
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Somatoform disorders
Describe the concept of triage and prioritization of care, including paraphrasing the use of Canadian Triage and Acuity Scale (CTAS). Recognize that certain groups of patients require a high index of suspicion for serious illness (e.g.,immunocompromised, chronic renal failure, transplant, extremes of age, intoxicated, and diabetes).
Urinalysis.
Diarrhea: Celiac disease, Cow’s milk protein allergy, Gastroenteritis, Hemolytic uremic syndrome, Inflammatory bowel disease, Toddler’s diarrhea
Interpret the laboratory tests and findings of ancillary investigations consistent with the required diagnostic conditions.
Differentiate upper vs. lower GI hemorrhage.
Differentiate the signs, symptoms and radiographic patterns of paralytic ileus and small bowel obstruction.
Medical Psychiatry
To recognize the normal progress of labour and delivery.
Edema : Nephritic syndrome, Nephrotic syndrome, Renal failure
Describe the early management of a major burn.
Discuss history and physical exam abnormalities (stomach).
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Eye Issues: Absent red reflex , Amblyopia, Conjunctivitis, Normal vision development, Periorbital / orbital cellulitis, Strabismus, Visual changes
Discuss diagnostic studies (stomach).
Other: Impulse control disorders, Factitious Disorder and Malingering
To demonstrate an ability and approach to assessing: Normal labour; Rupture of membranes; Third Trimester Bleeding; Abdominal Pain in Pregnancy.
Fever: Different age groups (<1mo, 1-3 mo, >3 mo), Kawasaki disease, Meningitis, Occult bacteremia /sepsis, Urinary tract infection, Viral
Amnestic and Dissociative disorders
Genito-urinary Complaints (hematuria, dysuria, polyuria, frequency, pain): Balanitis, Enuresis, Phimosis, Testicular torsion, Vesicoureteral reflux, Vulvo-vaginitis
Growth Problems: Constitutional delay, Failure to thrive, Familial short stature, Obesity, Turner syndrome
Headache: Brain tumor, Concussion, Increased intracranial pressure, Migraine
Inadequately explained injury (Child abuse): Abusive head trauma, Domestic violence, Neglect, Physical abuse, Sexual abuse
Limp / Extremity Pain: Bone tumor, Growing pains, Juvenile idiopathic arthritis, Legg Calve Perthes disease, Osgood Schlatter disease, Osteomyelitis, Post-infectious, Reactive arthritis, Rheumatic fever, Septic arthritis, Slipped capital femoral epiphysis, Transient synovitis, Trauma / injury
To explain intrapartum surveillance techniques and their interpretation.
Lymphadenopathy: Cervical adenitis, Lymphoma, Mononucleosis, Reactive
Mental Health Concerns: Anxiety, Depression, School refusal, Suicidality
To construct differential diagnoses and management plans (for gynaecologic problems presenting to the emergency room).
Murmur: Congenital heart disease, Innocent murmur
Neonatal Jaundice: Biliary atresia, Breast feeding jaundice, Breast milk jaundice, Hemolytic anemia, Kernicterus, Physiologic
To formulate a post-operative management plan.
Newborn: Abnormal newborn screen, Birth Trauma, Congenital infections, Cyanosis, Depressed newborn, Hypoglycemia, Hypothermia, Hypotonia / floppy newborn, Large for gestational age , Neonatal abstinence syndrome, Newborn physical exam (normal, abnormal), Prematurity, Respiratory distress, Sepsis, Small for gestational age, Trisomy 21, Vitamin K deficiency
Pallor / Anemia: Hemoglobinopathies, Hemolysis, Iron deficiency
To recognize the principles and practice of prenatal diagnosis.
Rash: Acne, Cellulitis, Diaper rashes, Drug eruption, Eczema, Henoch Scholein purpura, Impetigo, Scabies, Scarlet fever, Seborrhea dermatitis, Urticaria, Viral exanthems
Respiratory distress / Cough: Anaphylaxis, Asthma, Bronchiolitis, Congestive heart failure, Croup, Cystic fibrosis, Epiglottitis, Foreign body, Pertussis, Pneumonia, Status asthmaticus, Tracheitis
Seizure / Paroxysmal event: Arrhythmia, Breath-holding spell, Brief resolved unexplained event, Febrile vs. non-febrile seizure, General vs. focal seizure, Status epilepticus, Syncope
To recognize the utility of diagnostic imaging, particularly ultrasound, in Obstetrics and Gynaecology.
Sore Ear: Otitis externa, Otitis media
Sore Throat / Sore Mouth: Dental disease, Oral thrush, Peritonsillar abscess, Pharyngitis, Retropharyngeal abscess / cellulitis, Stomatitis
Vomiting: Gastroeosphageal reflux / Gastroeosphageal reflux disease, Intestinal atresia, Intussusception, Malrotation/volvulus, Pyloric stenosis
Well Child Care (newborn, infant, child) : Anticipatory guidance, Circumcision, Crying / colic, Dental health, Discipline / Parenting, Growth – Head circumference, Height, Weight, Body mass index, Health active living, Hearing, Hypertension, Immunizations Injury prevention, Normal development, Nutrition & Feeding, Sleep issues, Social-economic / cultural / home / environment, Sudden infant death syndrome
General Objectives
Cognitive dysfunction.
Depressed mood or anhedonia.
Review common scenarios involving urgent decision making processes encountered in the acute care setting.
Describe an approach to assessment, investigation and management of patients with disorders of the hepatobiliary system.
Anxiety or panic.
Genetic influences.
Describe the factors that control under and over production of red blood cells.
Describe the genetics and molecular structure of hemoglobin, its synthesis and how qualitative and quantitative abnormalities cause disease.
Describe the basic red blood cell surface antigens (ABO, Rh) and their importance in transfusion medicine.
Describe the mechanism and consequences of quantitative and qualitative abnormalities of platelets.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Estimated Average Requirement (EAR)
The study of the sites and specific processes for the digestion and absorption of nutrients will provide an understanding of the functional units of the gastrointestinal system (from chewing and salivation in the mouth through to fecal excretion of unabsorbed food components) and the integration of muscular and enteric nervous system in the coordination and regulation of digestive activities.
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Apathy and withdrawal.
Brain development and function.
Describe the role of iron, folic acid and vitamin B12 in hematopoiesis.
Describe the mechanisms and consequences of coagulation factor deficiencies.
Recommended Dietary Allowance (RDA)
Knowledge of the normal processes are key to understanding the abnormalities that occur in nutritional status when disorder of neuromuscular disorders, infections, allergies or enzyme deficiencies (e.g., pancreatic enzymes in cystic fibrosis) or metabolism of nutrients is interrupted by endocrine abnormalities (e.g., insulin resistance in obesity), leading to altered nutritional homeostasis.
Familiarity with reference standards for growth in infants and children produced by the Centre for Disease Control and Prevention in Atlanta in 2000 and adopted by Canadian health professional societies in 2003 as well as the World Health Organization Child (0-5 years) Growth Charts.
Describe the role of the urinalysis in detecting the presence of glomerular disease.
Theme 2: The inter-relationship of mental and physical processes
Search for and organize essential and accurate research evidence.
Describe the classification of the types of white blood cells.
Suicidality.
Develop a conceptual approach to management of venous thromboembolic disease.
Develop a conceptual approach to diagnosis of bleeding disorders.
Describe the roles of neutrophils, monocytes, and lymphocytes.
Irritability or elevated mood.
Explain the physiological function of thyroid hormone, including its effects on basal metabolic rate.
Identify the diurnal pattern of adrenal cortex secretion, as well as the effect of stress on adrenal function.
It is important to be able to outline investigations of adrenal function and the management of patients with adrenal dysfunction.
Explain the classification, epidemiology, diagnosis and pathophysiology of diabetes mellitus.
Students will be able to outline the long-term effects of diabetes mellitus, as it affects the eye, the kidney, sexual function, the cardiovascular system and peripheral nervous system as well as the effects of diabetes on lipid metabolism.
Anger and violence.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Early life experiences.
Explain the effects of airflow obstruction on the respiratory tract, lung mechanics and gas exchange. Use this knowledge to explain the symptoms and signs with which the patient with lower or upper airway obstruction presents.
Develop a conceptual approach to diagnosis of anemia and polycythemia.
Describe the destruction of hemoglobin and bilirubin metabolism especially in relation to hemolytic disorders.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Adequate Intake (AI)
Describe and the relationship between serum creatinine and GFR.
Describe the most common pathologies associated with pituitary hormone systems including acromegaly and hyperprolactinemia.
Summarize the clinical manifestations of excess or inadequate production of adrenal hormones, especially with respect to glucocorticoids and catecholamines.
Define osteoporosis and list secondary causes for this condition.
By the end of the gastrointestinal and nutrition subunit you should have covered the following areas and be able to perform the tasks outlined in this list:
Perceptual disturbances.
Physical health.
Explain the basis of cancer diagnosis and prognosis.
Describe imaging modalities used to stage cancer.
Explain the assessment of airflow obstruction using diagnostic tests.
Estimated Energy Requirement (EER)
Describe an approach to determining nutritional status. This should include assessment of growth, body composition and biochemical measures of nutritional adequacy.
Explain the risks, benefits and limitation of genetic testing for hereditary cancer.
Describe the response of the cardiovascular and respiratory systems to venous thrombosis.
Describe and interpret investigations (urinalysis, blood tests, imaging) in the diagnosis of renal pathology.
Describe the pathophysiology that leads to white cell malignancies.
Explain the pathogenesis of diabetic ketoacidosis (DKA) and its management.
Recognize childhood behavioural problems, in particular aggression.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Describe the physiology, pathophysiology, clinical presentation, investigation and treatment of conditions related to the following endocrine glands or conditions: Diabetes mellitus; Pituitary; Thyroid; Adrenal; Parathyroid.
Describe the treatment of thyroid disease.
Describe Cushing Syndrome, its causes and its manifestations.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Discuss rheumatic disorders, including vascultis and myopathies, that present with overlapping neurological symptoms.
Abnormal beliefs.
Socio-economic situation.
Describe the role of surgery, radiation and systemic therapy in the management of cancer.
Develop a mechanism-based approach to management of airflow obstruction.
Develop a mechanism-based approach to the management of coronary artery disease.
Use reference standards for growth to assess over and under nutrition based on percentile for weight, height and body mass index (BMI).
List and describe treatment options for diabetes mellitus.
Describe fractures in children and contrast these to fractures in adults.
Discuss degenerative musculoskeletal diseases.
Identify diagnostic tests and measurement tools classically used to evaluate inflammatory disease.
Explain the basic pathophysiology and common clinical presentations of multiple sclerosis.
Disorientation and memory disturbance.
Develop a mechanism-based approach to the diagnosis and management of arrhythmias.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Develop an approach to diagnostic tests as applied to the respiratory system: arterial blood gases, pulmonary function tests, chest x-rays, exercise testing.
Explain the assessment of respiratory pump failure using diagnostic tests.
Develop an approach to diagnostic tests as applied to hematology: complete blood counts, peripheral blood smears, coagulation testing, protein electrophoresis, and introduction to cytogenetics and molecular studies.
Define and understand the role of intravenous pyelography, isotope renography, retrograde pyelography, ultrasonography and angiography in the diagnosis of urinary tract disorder.
Develop an approach to diagnostic tests as applied to the cardiovascular system: EKG, chest x-ray, echocardiogram, stress test.
Explain how the immune system responds to infection.
Explain the analysis of laboratory data in the context of various endocrine disease.
Develop a mechanism-based approach to management of respiratory pump failure.
Compare and contrast unipolar versus bipolar depression.
Describe the role of prenatal diagnosis in pregnancy.
Explain the various modalities used in prenatal screening tests and in prenatal diagnostic tests and compare and contrast their sensitivity, specificity and their risks and benefits.
Pain or other forms of somatic distress.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Maladaptive behaviours.
Recurrent interpersonal problems.
Describe how to perform an appropriate examination of sensation.
Differentiate encephalitis from meningitis.
Choose and then analyze laboratory tests which would permit you to investigate systematically each of your hypotheses.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe less common metabolic bone diseases which help one learn about normal bone.
Choose and then analyze laboratory tests which would permit you to investigate systematically each of your hypotheses.
Explain how bone repairs.
Global Objectives
Upon completion of this problem, students should be able to explain cardiac electrical impulse conduction.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students should be able to discuss features and causes of urinary tract infection and types and etiology of kidney stones.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should be able to explain the role of the neuromusculature in respiratory pump function.
Explain the most common mechanism of arrhythmogenesis: re-entry
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this problem, students should be able to explain the mechanisms of anemia.
Upon completion of this case, students will be able to describe the basic anatomical structures of the lower limbs.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the cardiac cycle, the mechanisms of myocardial contraction and the pathophysiology of congestive heart failure.
Upon completion of this problem, students should be able to describe the mechanism of swallowing and function of the stomach in digestion.
Upon completion of this problem, students should be able to explain fluid homeostasis in the human body and apply this to clinical problems, specifically how it is disrupted in nephrotic syndrome.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students will be able to describe the gross anatomy of the upper limb, including bones, muscles and nerves. They will know the functions of the key nerves of the upper limb.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Upon completion of this problem, students will demonstrate an understanding of the physiology and pathophysiology of gastric acid secretion. The factors that support and disrupt gastroduodenal mucosal integrity should be identified and explained.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Explain the difference between extra-thoracic and intra-thoracic airway obstruction.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to explain and apply the mechanisms which regulate blood pressure homeostasis as well as the pathophysiology and approach to essential hypertension.
Upon completion of this problem, students should be able to describe the factors that influence airway luminal diameter, and the key aspects of allergic mediated inflammation.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to explain the pathophysiology of the acute coronary syndromes.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students should be able to explain the role of platelets in hemostasis and thrombosis.
Upon completion of this problem, students should be able to explain the mechanics of lower airway obstruction.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students should be able to explain how the renin angiotensin aldosterone system impacts blood pressure homeostasis and apply these principles to the development, manifestations, and treatment of acute hypertension in a young person.
Upon completion of this problem, students will understand the anatomy and biomechanics of the knee, and explore the mechanisms and pathology of lesions affecting the components.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to explain metabolic acid base equilibrium and be able to recognize the mechanisms leading to metabolic acid-base disorders.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will be able to describe the concept of normal and abnormal childhood behaviour.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students should be able to describe the role of coagulation factors in secondary hemostasis. Students should be able to assess the risk to family members of an individual with an X-linked condition.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will expand on the material learned in the previous case to be able to use laboratory values to calculate patients’ compensatory responses to metabolic acid-base disorders.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students will be able to describe the fundamentals of the concept of psychosis and will have begun to explore psychotic disorders.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students will be able to describe the anatomy and physiology of the biliary system and outline the pathophysiology of stone formation in various organs.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Upon completion of this problem, the students will be able to describe delirium and altered states of consciousness.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students will be able to describe the regulation and function of the hypothalamic-pituitary-adrenal axis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, the student should be able to discuss the assessment and management of the complications of chronic kidney disease and to illustrate the constraints faced by these patients recognizing the need to modify medication regimens in the face of declining renal function. Students should be able to assess the risk to relatives of a person with an autosomal dominant condition.
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students will understand vitamin D physiology, consequences of deficiency, and osteomalacia.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students will be able to describe the role of the kidney in electrolyte homeostasis and develop an approach to electrolyte abnormalities.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to outline the hormonal abnormalities involved in Multiple Endocrine Neoplasia Type 1 (MEN 1) and review the genetics of proto-oncogenes and tumour suppressor genes.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Abnormal Uterine Bleeding (AUB)
Prevalence of Abnormal Uterine Bleeding. Impact of Abnormal Uterine Bleeding (AUB) on Women. Clinical, Economic, and Lifestyle. Pathogenesis of AUB. A brief look at causality. Investigation and treatment of women with AUB. What to do, when to do it.
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Approach to Pulmonary Function Tests
What are Pulmonary Function Tests? Noninvasive measure of lung volume, capacity, flow rates and gas exchange.
Active Large Group Session: Approach to the chest x-ray
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Autoimmunity
Active Large Group Session: Blood Gases and Electrolytes
Active Large Group Session: EKG Practice Session
Active Large Group Session: GI-GU-Pelvic Imaging
Essentials of gastrointestinal and gynecologic imaging.
Active Large Group Session: Hepatobiliary system
Understand the two major physiological functions of the hepatobiliary system. Secretory and excretory functions of the liver. Control of energy metabolic function of liver. Examine measures of hepatobiliary function and dysfunction. Review examples of hepatobiliary disease.
Active Large Group Session: Inflammatory Arthritis
Active Large Group Session: Intro to Radiology
Active Large Group Session: Introduction to ABGs
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Immunology
Active Large Group Session: Labour
Intrapartum management of spontaneous labour. Fetal health surveillance in labour. Operative vaginal birth. Indications for caesarean sections. Management of pregnancy at 41+0 to 42+0 weeks
Active Large Group Session: Overview of Endocrinology
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: ECG Workshop
Clerkship Teaching Session: Radiology in Emergency Medicine
To learn how to approach common imaging in the emergency department. A review of: Salter Harris Classification; MSK Xrays (shoulder, elbow, wrist, ankle, foot); C-spine xrays; CXR; Abdominal Xray; FAST U/S; CT Head
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): Endocrine: Hypercalcemia (Archived)
A. Calcium Homeostasis 1. Organs involved (bone, gut, kidney) 2. Hormonal regulation (PTH, vitamin D, OPG, calcitonin, PTHrP) B. Hypercalcemia 1. Approach to differential diagnosis through serum PTH level 2. Management C. Hyperparathyroidism 1. Biochemical diagnosis 2. Preoperative localization: value of sestamibi scanning D. PTHrP (parathyroid hormone related peptide) 1. Normal physiological role 2. Associated with paraneoplastic malignancy E. Examination of the spleen 1. Castelle’s sign. Imaging of Hyperparathyroidism.
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Clinical Pathology Conferences (CPC): Head, Neck and ENT Malignancy (Archived)
Introduce head and neck cancer. Illustrate using a clinical presentation with pathological correlation. Develop an approach to patients with head and neck symptoms.
Clinical Pathology Conferences (CPC): Neuro Week 1
45 yr old male noticed some clumsiness and weakness of the left hand.
Clinical Pathology Conferences (CPC): Neuro Week 2
Harry is a 64-year-old with new-onset seizures (L arm jerking then loss of consciousness) lasting 20min in duration, with 3h before returning to baseline. On context of intermittent headache & blurry vision for few months, 3wks of progressive, insidious onset L arm weakness.
Clinical Pathology Conferences (CPC): Neuro Week 3
67 year-old woman reporting numbness and tingling in feet. Started in toes and has progressed to entire foot over the past 12 months. Feels like “walking on socks” even when her feet are bare. Especially bad at night and in morning upon awakening. Toes have also started feeling “heavy”, hard to wiggle.
Clinical Pathology Conferences (CPC): Neuro Week 4
Nancy: 50-year-old female, one year of involuntary movements. The movements wax and wane during the day, but completely stops while asleep. Movements were initially subtle but progressive over time. Five years ago, she was fired from her job due to impulsivity and anger issues. Since this time, she has been unemployed, withdrawn, and depressed
Clinical Pathology Conferences (CPC): Pulmonary Nodules (Archived)
Clinical presentation of a 36 year old woman with painful left eye, red, vision blurred, no trauma. Minor cough, no sputum, no hemoptysis, no chest pain, no dyspnea, no wheeze. Clinical presentation of a 49 year old music teacher. Short of breath when cycling, singing in concerts or at church, progressive over 6 months, not variable. Minor cough, no sputum or wheeze or chest pain, no fever.
Clinical Pathology Conferences (CPC): Shortness of Breath (Archived)
Case presentation of megaloblastic anemia with objective of making a unified diagnosis, understanding the pathophysiology and reviewing the appropriate diagnostic and therapeutic strategies.
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
e-Learning Module: Intrapartum Fetal Surveillance
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Adrenal Gland (Archived)
The adrenal cortex in health and disease. Adrenal anatomy. Adrenal histology. What is a steroid? Characteristics of corticosteroid secretion. Cushing's Syndrome. The Hypothalamic Pituitary Adrenal axis. Causes of primary adrenal insufficiency (Addison’s Disease). Causes of hypopituitarism. Congenital Adrenal Hyperplasia.
Large Group Session: Aphasia
Connections between Wernicke's and Broca's areas, mediating expression of language utterances in speech. Broca's area and the primary motor area. Primary auditory perception and Wernicke's area. Connection between vision and Wernicke's area, mediating reading ability. Somatosensory perception (tactile, pain, cold/hot, position sense) and Wernicke's area. Key aspects to aphasia: Lesion, insult in the dominant hemisphere; Impaired naming; Is repetition impaired? Is comprehension impaired? Is reading and writing impaired?
Large Group Session: Approach to Anemia (Archived)
What is a red blood cell? What is anemia? How are red blood cells measured in the lab? What are the causes of anemia? My patient is anemic, how do I determine the underlying cause?
Large Group Session: Approach to Bleeding (Archived)
Quick Review of Normal Hemostasis: Vasoconstriction, Primary Hemostasis, Secondary Hemostasis, Clot Stabilization. How to Measure Hemostasis - Clinical methods & laboratory methods. How to Manage Bleeding
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Autosomal Dominant Disorders (Archived)
Understand autosomal dominant inheritance. Understand the factors that complicate this inheritance pattern. Understand the main psychosocial issues in predictive testing (presymptomatic diagnosis).
Large Group Session: Bone Health (Archived)
Epidemiology of osteoporosis. Types of bone and bone cells. Physiology of bone (bone turnover). Regulators of bone turnover. Peak bone mass. Osteoporotic bone: appearance and clinical assessment.
Large Group Session: Gastrointestinal Radiology
Radiology Procedures: Plain Films, Barium Studies, Angiography, US, CT, MRI, Nuclear medicine, Endoscopy, ERCP. Barium Studies: Barium Swallow, Upper GI Series, Small Bowel Follow-Through, Small Bowel Enema, Barium (Large bowel) enema.
Large Group Session: Growth (Archived)
Growth assessment: Population standards; Disease-specific standards; Measurements; You and your parents, How do you shape up? Growth in the fetus and newborn. Growth in childhood. Puberty. Growth patterns in disease. Nutrition, hormones, and the world around you.
Large Group Session: Interpretation of Molecular Genetic Test Results (Using CF as a model) (Archived)
Understand the principle types of gene mutations. Understand the nomenclature used to describe gene mutations. Understand the importance of test sensitivity for interpreting results. Understand the problem of unclassified variants/variants of unknown clinical significance.
Large Group Session: Intro to Neurology subunit and Intro to Neurosciences
How much Neuro do you need to know? What do residency program directors expect? Weekly themes: Week 1:Muscle, NMJ, Nerve. Week 2: spinal cord, brainstem. Week 3: Basal Ganglia, Limbic system. Week 4: Cerebral cortex. Muscle. Localization. Neuromuscular junction. Nerve. Resting potential. Post-synaptic potentials. Anterior horn. Central vs. peripheral nervous system. Spinal cord. Brainstem. Cerebellum. Limbic system. Basal Ganglia. Cerebral cortex.
Large Group Session: Introduction To Cardiac Arrhythmia (Archived)
Understand definition and mechanisms of arrhythmogenesis. Recognize major arrhythmias. Tachyarrhythmia types. Bradyarrhythmia and conduction abnormalities.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Neuro Toolbox - Muscle/nerve histology, physiology and EMG-NCS
Muscle and nerve neuropathology basics. Clinical examination. Muscle enzymes CPK. Electrophysiology EMG. Muscle biopsy. Type 1 and 2 muscle fibers. Muscular Dystrophies. Inflammatory Myopathies. Congenital myopathies. Metabolic muscle disease. Mitochondrial disease. Peripheral nerve and motor unit. Electromyogram (EMG) and Nerve Conduction Studies (NCS).
Large Group Session: Neuro Toolbox - Neurogenetics (Archived)
Genomic imprinting. Uniparental disomy. Prader-Willi Syndrome. Angelman Syndrome. Epigenetics. Nucleotide Repeat disorders. Trinucleotide Repeat disorders. Fragile X syndrome. Common characteristics of repeat disorders.
Large Group Session: Neuroimaging
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Obstetrical Emergencies
Shoulder Dystocia. Post Partum Hemorrhage. Cord Prolapse.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Pituitary Gland (Archived)
Anterior Pituitary, Prolactin (PRL), Growth Hormone, Posterior Pituitary, Pituitary Function. Case Scenario: Panhypopitutarism. Case Scenario: Acromegaly. Case Scenario: Hyperprolactinemia. Case scenario: Diabetes Insipidus. Case scenario: Syndrome of Inappropriate ADH SIADH.
Large Group Session: Radiology of the Urinary Tract (Archived)
Modalities for imaging of urinary tract. Which modality to use when. What are advantages and disadvantages of each modality. Plain film radiography. Ultrasound. Intravenous urography (IVU). Computed Tomography (CT). Magnetic resonance imaging (MR). CT Urograpy. MR urography.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: The Assessment Process in Child and Adolescent Psychiatry (Archived)
What is a child psychiatric disorder? The classification scheme of the most common child psychiatric disorders. The etiology, prevalence, outcome, and treatment of the most common disorders. The relationship between child and adult psychiatric illness.
Large Group Session: Ultrasound during Pregnancy
Use of ultrasound in Obstetrics. Assess gestational age, fetal anatomy & growth, fetal wellbeing, etc. Invasive procedure: diagnostic/therapeutic. Labour and Delivery
Large Group Session: What is Mental Illness (Archived)
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: Fetal Bradicardia
Simulations: General Anesthesia
Simulations: Intrapartum Care
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Postpartum Hemorrhage
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 1
Adrian Scholtz is a 33 yr old male patient presenting at the Shelter Medical Outreach centre. He complains of a dry cough, fever, shortness of breath and worsening fatigue. He was seen at a walk-in clinic a few days ago for similar symptoms. He states he underwent testing for influenza A and COVID, but did not stay around to see what the results were. Adrian was encouraged to take Tylenol and rest, but did not receive any antibiotics or other treatment. Past medical history includes intravenous drug use, mechanical valve replacement (3 years ago), and is a current smoker. Concerned that Adrian appears quite sick, the medical clinic staff arranges for Adrian to be sent to the local ER department for evaluation.
Tutorial: Alessandra W. MF1 Cardiovascular
Alessandra W. is a 70-year-old lady referred to you for shortness of breath. She was previously fairly healthy until 2 months ago when she began noticing mild dyspnea with walking one to two blocks, climbing two flights of stairs, and while swimming at her local pool. Her symptoms have progressed since then to the point where she was forced to give up her swimming, which she had been doing regularly for the last several years. She also could no longer climb more than one flight of stairs without stopping. Over the last few days, she has noticed swelling in her ankles. She has become particularly concerned because she has been waking up at night short of breath and for the first time yesterday was forced to sleep sitting in her recliner. She denies any chest pain, fever, or cough.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amir Boutros MF2 Renal
Amir Boutros is a 30 year old man with a history of Crohn's disease who presents to the hospital with a recent history of increased pain and diarrhea. He is very weak, dizzy and short of breath. His BP is 80/50 with a heart rate of 120 and respiratory rate of 24. His chest X-ray is normal.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Binh Hau MF4 Brain and Behaviour
Mr. Hau is a 56-year-old male, married with two teenaged children. He is employed as a pharmacist and his wife is a receptionist in a dental office. He has no formal psychiatric history. About three months ago, Binh's personality began to change in subtle ways. Previously an optimistic, outgoing individual, he gradually became serious, irritable and socially withdrawn. His family noticed that he was sleeping poorly, sometimes pacing the house all night. At times he was observed mumbling to himself as if he were conversing with someone who wasn't there. His family grew increasingly concerned.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Brian Palmer MF4 Neoplasia (Archived)
Mr. Palmer, 67 years old and previously well, has had several months of poorly localized upper abdominal pain, decreased appetite, and weight loss. His family physician performs a thorough physical exam and can palpate the liver edge 7 cm below the right costal margin. There is no other abnormal finding on physical exam. He orders a CT scan, which demonstrates that Mr. Palmer's liver is grossly enlarged with multiple lesions throughout the liver, consistent with metastatic malignancy. There is no other abnormality seen on the CT abdomen, and further imaging of the chest and pelvis is also normal.
Tutorial: Brock Martel MF4 MSK
Brock is a 25-year-old man who sustained a laceration to the upper third of his right forearm when he accidentally put his arm through a plate glass window. He presents to the emergency room. On examination, the ER physician finds Brock has significant weakness dorsal and palmar interossei, resulting in weakness of abduction and adduction of the index, middle and ring finger of the right hand.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Carmine Garcia MF2 Hematology
Mr. Garcia is a 57-year-old retired banker who loves to play golf and garden. Despite chronic hip pain for which he takes aspirin on a regular basis, he plays golf 2-3 times a week in the spring and summer. His wife has encouraged him to see you today because over the past 3-4 months he has felt increasingly tired, and in fact, has not done his usual summer plantings. She also finds him very irritable. With some reluctance, Carmine tells you that he has been short of breath on the green on a couple of occasions over the last week, and that he really feels too fatigued to garden for any length of time. This worries him, as he has some friends with cancer, and they seemed to have the same symptoms prior to their diagnosis.
Tutorial: Celia and Maria MF2 Renal
Maria is a 33 year old single woman who is concerned about the health of her 2 year old daughter Celia. Since three months of age Celia has been treated with multiple course of antibiotics for episodes of fever and irritability. Maria wants the doctor to check a urine sample because she thinks it might be a "urine infection" since Celia's wet diapers have a bad smell
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Daniel Gatto MF4 MSK
Daniel Gatto is a 41-year-old stockbroker. Once a top level soccer player, he now plays the game only over weekends, though he is sometimes able to get out for his club's midweek practice session. He enters your walk-in clinic on a Tuesday morning, limping slightly and reporting that he has been having increasing problems with his right knee over the past month. The knee has been intermittently painful and has seemed swollen from time to time. He has also been concerned about what he describes as "a feeling of weakness" of the knee, as though it was about to "give way"
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Devi Gopal MF1 Respirology
A 55 year-old lady is reviewed in the Respirology clinic because she has become increasingly breathless and can no longer keep up with her friends when walking. The referral letter notes that she has no history of heart disease. She denies any cough, wheezing, or chest pain. She does say that she spends a lot of her time lying down in bed because this eases her breathlessness.
Tutorial: Diane Bainbridge MF4 MSK
Diane Bainbridge, a 32 year old woman, complains of fatigue and weakness, lower back, and hip pain which she describes as a gnawing ache. She has noticed that this has become progressively worse over the past few months and she finds that getting up from a chair is difficult. She has noticed that her gait has changed. She has known celiac disease and has had associated weight loss and intermittent diarrhea
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Elena Christakos MF2 Renal
Elena Christakos is a 54 yr old lady who presents to the Emergency Room with a 48 hr history of fever (temp up to 39.6 degrees celsius), chills, and weakness. Her condition in the ER deteriorates; BP falls to 80/50 and she becomes anuric. She is thought to be developing septic shock and is transferred to the ICU.
Tutorial: Emily Bradstone MF3 Endocrinology
A 55 year old female, Emily Bradstone, is seen by a hematologist for easy bruising. No hematological problem was found. An internist also saw the patient. There has been a one-year history of easy bruising, weight gain, worsening of diabetes, difficulty climbing stairs and edema of the ankles
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: George Haycock MF2 Renal
Mr. Haycock is a 20-year-old student who presented to ER with a 5 day history of diarrhea and vomiting which started at the end of his trip to the Caribbean. Past medical history is significant for epilepsy controlled with carbamazepine. Vital signs: HR – 100/min, RR – 15/min, BP – 80/50 mmHg, Saturation – 99% in room air. Physical examination revealed dry mucous membranes, prolonged capillary refill time of 4 seconds.
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Horvath MF2 Renal
Ivan Horvath is a 70-year-old male with poorly controlled hypertension for approximately 20 years, dyslipidemia, and peripheral vascular disease. He has a 60 pack-year history of smoking. He has difficulty walking more than one block due to the development of pain in his legs. He has recently moved and you see him with his new family physician. He currently takes amlodipine (calcium channel blocker) and chlorthalidone (thiazide diuretic) for his hypertension.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Deglutinato MF3 Gastroenterology and Nutrition
Jane Deglutinato is a 50-year-old female with a 4-month history of progressive dysphagia, symptomatic heartburn and regurgitation that has not responded to the use of regular non-prescription oral antacid medications. She has also noticed some general joint discomfort and painful swelling of her fingers with occasional pain and discoloration of the fingertips. She also reports having lost approximately 9 lbs of weight over that period of time related to a reduction in her appetite. Her bowel movements continue to be formed with no evidence of blood or fatty stool. On examination, her vitals are within normal limits and she is afebrile. Her weight is 55 kg. You notice that she has some tightening of the skin around her mouth as well as her fingers and toes, with pitting and some ulceration of the fingertips on both hands and toes of both feet. You also note several telangiectasias over her chest and upper torso. Cardiac and respiratory as well as abdominal examinations are unremarkable.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Janet Woo MF1 Cardiovascular
Janet Woo is a 50-year-old woman with a history of intermittent palpitations. Over the last five years, she can recall infrequent and transient episodes of her heart "pounding in her chest". These episodes would not produce any other symptoms and would last no longer than a couple of minutes at a time, so she never sought medical attention. Earlier this evening, while watching television, she developed palpitations that did not resolve. She became diaphoretic, felt dizzy and somewhat short of breath and so called 911 and was brought to the ER.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: John Fumer MF1 Respirology
John Fumer is a 54 year old man who began smoking at the age of 14 and has averaged a pack a day since then. Five years ago, he noticed that heavy exertion such as climbing 2 flights of stairs would leave him more "winded" than usual but there was no major impact on his lifestyle (including smoking!) Over the last 18 months, he has noticed increasing restriction on his activities. When a friend pointed out that he could no longer "walk and talk at the same time", he decided to seek help from his family physician.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Joshua Song MF4 MSK
Joshua is a 48-year-old man who suffered a motor vehicle accident while riding his motorcycle. Joshua was unable to stop in time at a red light and rear-ended into an SUV, causing him to be thrown from his motorcycle, landing on his right side. He has a large laceration to the lateral thigh. He also notices some weakness to certain movements of his right lower extremity. He is taken to the trauma centre and the physical exam reveals that he is unable to dorsiflex his ankle, evert the foot, and extend the toes on the right side. All other muscles are normal. On sensory examination, it is noted that sensation is slightly impaired over the front of the leg and foot. An x-ray reveals that he has sustained a mid-femur shaft non-displaced fracture.
Tutorial: Judy Patterson MF2 Hematology
Judy Patterson is a 22 year-old university student who presented to the Student Health Clinic with a rash on her lower legs. Her past medical history is unremarkable except for a urinary tract infection diagnosed 6 days ago for which she is taking trimethoprim-sulfamethoxazole. The only other medication she takes is the occasional dose of ibuprofen for headaches. She has never had any dental extractions or surgeries. On examination, she has no lymphadenopathy or splenomegaly, but she does have petechiae on her lower legs. You ask to look inside her mouth and there you see a blood blister on the inside of her cheek. She says she must have bitten it by accident.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Maria Rossi MF2 Renal
Maria Rossi is a 21-year-old woman who comes to the emergency department for treatment of a headache. She has been having worsening headaches for several weeks and today the pain is severe and has not responded to Tylenol. The triage nurse measures her blood pressure and finds it to be 220/110. Maria is put on a monitor and full examination by the emergency room physician reveals retinal exudates and an abdominal bruit. Blood work is sent to the lab.
Tutorial: Martin Barratt MF2 Renal
Martin Barratt is a 40-year-old male with Autosomal Dominant Polycystic Kidney Disease (ADPKD). He was diagnosed at the age of 15 years when he was found to have bilateral cysts on renal MRI. The diagnosis was confirmed genetically (see attached result) and there is a strong family history of this condition. His mother is on dialysis and maternal grandfather had a kidney transplant and died from a ‘brain bleed’. Martin’s creatinine was elevated for a number of years and was measured at around 350 µmol/L (eGFR 18 ml/min/1.73m2) 3 years ago. Unfortunately, he was lost for nephrology follow up and was recently re-referred by his FD. He is seen by the nephrologist today and complains of fatigue and pruritus. Current medications include allopurinol 75 mg/daily. ROS was significant for erectile dysfunction and recent forearm fracture after a minor fall. He is also worried that his 15-year-old daughter could have the same condition and asks whether she needs to be tested. Physical examination shows a pale, malnourished male with BP of 169/92 mm Hg.
Tutorial: Matthew Clarke MF2 Renal
Matthew Clarke, a 4-year-old boy, developed periorbital edema for the first time three weeks ago, and despite being treated for allergies he showed increasing edema and weight gain. He now has ankle and leg edema, a distended abdomen, and can only sleep at night if propped up with three or four pillows.
Tutorial: Maxwell Greenfield MF2 Hematology
Maxwell Greenfield is a 32 M was admitted under the general medicine service last night with gastroenteritis. It is your first day on the hematology rotation and you are called to provide a consult for new onset pancytopenia in Maxwell. Maxwell has a history of Crohn’s disease, diagnosed at the age of 28. He is currently on methotrexate 20 mg subcut weekly to control his disease, which he has been on for the last two years. He does not take any other medications at home. He has no other medical problems. Maxwell initially presented to hospital with nausea, vomiting, and diarrhea after eating some old chicken he found at the back of the fridge. He did not have any blood in his bowel movements or mucous. He has note noted any fever.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Michelle Broyer MF2 Renal
Ms. Broyer is a 22-year-old female who moved to the local area and enrolled in your practice. Past medical history is significant for several episodes of muscle cramps and intermittent muscle weakness.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Nick DeMarco MF3 Gastroenterology and Nutrition
Nick DeMarco is a 51 year old physical education teacher at a local elementary school. He has noticed increasing fatigue with exertion and complains about feeling exhausted at the end of the school day. He explains that he has been experiencing epigastric discomfort after eating and he has tried taking Advil for pain relief. He states the pain and regurgitation wakes him up at night. He reports that he is usually able to get back to sleep after taking antacids and a glass of milk.
Tutorial: Novak B. Part 2 MF1 Cardiovascular
Three years have now gone by and Novak B. has done very well. He has used his Nitroglycerin only once since you prescribed it, when he had to run for a bus. One night, you happen to be working an ER night shift at the local hospital when Novak is brought in by an ambulance. He is complaining of severe retrosternal chest pain, which started one hour ago. An EKG is obtained immediately and confirms an acute myocardial infarction (AMI). A chest X-ray is normal, as is his first Troponin T. You give him 162 mg of aspirin to chew, along with 180 mg of ticagrelor and enoxaparin 80 mg subcutaneously every 12 hours, as a starting dose. On examination, he is in distress from the pain and looks dyspneic. His pulse is 90 bpm and his respiratory rate is 24. His blood pressure is 100/70 mmHg in both arms. His O2 saturation is 90% on 2L oxygen via nasal prongs. His JVP is 5 cm above the sternal angle. He has bibasilar inspiratory crackles. His heart sounds are obscured by the ambient noise in the ER, but no obvious murmurs are heard. He has no peripheral edema. You briefly discuss percutaneous coronary intervention (PCI) and thrombolytic therapy. Novak does not consent to thrombolysis, but agrees to PCI.
Tutorial: Novak B. Part 4 IF Chronicity and Complexity
Novak B. is now 68 years old. He comes to the office today complaining of shortness of breath and fatigue on exertion. While Novak B. denies chest pain, over the last 3-4 weeks he has been getting more short of breath. He first noticed this when he was playing golf with his friends a few weeks ago. He wasn't able to finish his 18-hole game, despite using a cart. He walks his dog about 1 km every evening and usually stops every 250 m due to leg cramps. Lately, however, he has needed to stop every 100 m due to leg cramps as well as at the half-way mark due to fatigue. For the last week, he has been increasingly sleeping in his recliner rather than his bed due to difficulty breathing; however, he denies waking up gasping for air when you ask. He is still struggling with a burning sensation in his feet and legs and wakes up at night to “shake it off”. His once thin legs are becoming increasingly swollen as the day progresses. He denies any cough, fever or night sweats. He feels his heart is running faster at times, especially when physically active. You know that his spouse passed away last year after a long battle with cancer. He has 2 children who live out West. When questioned about alcohol intake, he admits that he has been drinking more alcohol since his spouse passed away.
Tutorial: Philip Cheung MF3 Gastroenterology and Nutrition
Mr. Cheung presents to the emergency department with a 2 day history of worsening pain in the right upper quadrant of his abdomen. He had been in the ER last year with pain in his right flank, but while that pain was colicky in nature, he currently describes a more constant pain. The right flank pain a year ago was accompanied by hematuria and he ended up passing a kidney stone. Currently, he has felt nauseated but has not vomited and he has been anorexic for over 24 hours. He finally came to ER after developing some fevers and chills.
Tutorial: Pia Meta MF3 Endocrinology
Pia Meta is a 21-year-old female university student with paroxysmal attacks of palpitations, dizziness, blurring of vision and headache over the past 6 months. Each attack persists for a few minutes to half an hour. They occur irregularly with essentially no warning. She reports that during one of her attacks, she went to the emergency department and was found to have a blood pressure of 210/140 mmHg. She was told that she was having a panic attack. She was previously well and has no significant family history. Pia occasionally consumes alcohol on weekends only. She denies the use of any medications or recreational drugs, particularly methamphetamines or other sympathomimetics. She has one cup of coffee per day unless she is studying for exams, in which case she drinks 2-3 cups per day at most. She lives with roommates with whom she attends McMaster University. She has been performing well at school and has an active social life. On examination in the clinic, she has no abnormal physical findings.
Tutorial: Pit Parapan MF3 Endocrinology
A 32-year-old female was seen in emergency department for abdominal pain, nausea and diarrhea. Her serum calcium was found to be elevated at 2.94 mmol/L (normal 2.15-2.55 mmol/L). She was treated with intravenous fluids. Her calcium improved to 2.65 mmol/L and she was discharged home to care for her 6-year-old son. She was referred urgently to an outpatient clinic to investigate her elevated calcium. She was also prescribed pantoprazole for worsening heartburn. In the clinic, Ms. Parapan reported a 2-year history of abdominal pain that was getting worse over time. The pantoprazole she was prescribed was modestly helpful in easing her heartburn and abdominal pain. She denied symptoms of polyuria, polydipsia, confusion or mood changes. There is no history of kidney stones. She had a fracture of her humerus at age 15 due to a ski accident. She was taking pantoprazole and a multivitamin daily. Ms. Parapan’s family history is significant for a father who had a pancreatic tumour, though she does not know any more details about his condition. Both her sister and her paternal aunt had a parathyroidectomy. The same aunt had a pituitary tumour requiring surgery.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Rana Osman MF1 Respirology
Rana Osman is a 2-year-old girl who has been previously well. She has had a barky, seal-like cough for 2 days but tonight has become acutely worse. In the emergency room, she is found to be sitting "bolt upright", with pronounced stridor on inspiration. Her inspiratory phase is prolonged. She has intercostal indrawing and suprasternal indrawing.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ron Chen MF1 Respirology
Ron Chen is a 25 year old computer sciences post-graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically. He has also noticed occasional clumsy speech and facial weakness.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Mosley MF2 Hematology
Shane Mosley an 18-month-old boy was brought to the emergency room by the baby sitter for treatment of a swollen and tender right knee that had developed suddenly within the previous three hours. The knee began to swell soon after Shane tripped on the family room carpet. Physical examination reveals an apparently healthy child who is crying and favouring his right leg. The knee is swollen and held in partial flexion. Shane has a few old, superficial bruises over shins, chest wall and his back. The physician in the ER concludes that there is fluid in the knee and because of the sudden onset and absence of fever, thinks this is most likely due to a joint bleed. The physician wonders about an underlying systemic bleeding disorder as the cause of Shane's joint bleed. A complete blood count, "hemostasis screen" and an x-ray of the knee are ordered.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Skylar and Siobhan Aidan MF4 Brain and Behaviour
Today, Siobhan came in sobbing, dragging a reluctant 8-year-old Skylar behind her. She wailed, "He's turning out just like his Dad. Before you know it he'll be in jail for assault, I'm scared of both of them." Siobhan explains that Skylar punched a boy in the face today and was suspended for 3 days. Evidently, there have been numerous incidents at school where the Grade 3 teacher claimed Skylar was the aggressor. This implied information about Skylar 's father was news to you and you suspect that there was more going on in the home than Siobhan had shared with you in the past. You wonder how to approach Siobhan about this.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Tammy Polk MF5 Brain and Behaviour
Mrs. Tammy Polk is very difficult to interview. She is an extremely vague and difficult historian. Her family tell you that she was diagnosed with breast cancer 5 years ago and had a mastectomy at that time. Her husband died 6 months ago and she has never really recovered. Over the past week, the family have been worried that she is "developing Alzheimer's" because of memory problems and agitation. Past psychiatric history is notable for mild depression, treated with paroxetine 20mg daily, and sleep difficulties that are chronic and date back to her days as an alcoholic. One month ago, she was started on 50 mg of quetiapine at bedtime for sleep by her family doctor. Two weeks ago, she was given Oxybutinin (Ditropan) to help with some urinary incontinence, with good effect on her bladder problem. She is admitted to hospital for further medical work-up. The 1 pm nursing note reads: "quiet, resting comfortably, oriented x 3." The results of CBC, serum electrolytes and urinalysis are pending. The medical resident calls for psychiatric consultation at 4:05 pm because the patient has become agitated and has voiced suicidal ideation. The consult note reads: "medically cleared, please transfer to psychiatry for treatment of emotional instability and psychotic depression." The psychiatric resident arrives at 5 pm and finds that the patient is visually hallucinating and disoriented.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Thomas Gagnon MF1 Respirology
Thomas Gagnon, a 12 year old boy diagnosed with asthma 1 year ago, traditionally experienced minimal respiratory symptoms. In the past, he had used inhaled salbutamol sparingly, generally during soccer games, with excellent therapeutic effect. During a late September soccer game being held in a rural area, Thomas developed sudden onset dyspnea, wheeze, and chest discomfort. Earlier in the day he had visited with family members who smoke and have three pet cats. His symptoms were mostly relieved with repeated doses of salbutamol. He awakes the following night with ongoing symptoms that are not responsive to inhaled salbutamol, despite frequent dosing. His parents are alarmed and take him to the emergency department.
Tutorial: Usha L. MF1 Cardiovascular
Usha L. is a 16 year-old male who attended a routine follow up visit at his family doctor’s office. He would like to start playing competitive soccer and the coach asked for a doctor’s clearance. The patient’s family was pleased with the proactive approach the coach demonstrated, as they were also worried about the small but real risk of sudden collapse sometimes resulting in death in young elite athletes without previous diagnosis of heart disease. The coach was particularly concerned about ruling out any type of heart disease. Usha is active, athletic and asymptomatic. His past medical history is unremarkable. There is no family history of cardiac disease. He doesn’t smoke or use street drugs.
Tutorial: Vivian Patel MF3 Gastroenterology and Nutrition
Vivian Patel is a 35-year-old computer programmer who presents to the ER with a 10- hour history of profuse vomiting, watery non-bloody diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. She was first seen by the triage nurse, who noted that she was febrile with a temperature of 38.6 C. Given her presentation, the nurse decided that she should be isolated with "enteric precautions” and she was subsequently seen by the ER physician. Vivian is an otherwise healthy woman with no known medical problems and only takes a multivitamin daily. The day prior to her presentation with these symptoms, she had attended her 5-year-old niece's birthday party. She cannot recall any sick contacts, although is unsure if anyone else from the party has developed similar symptoms. Additionally, she had recently returned from a trip to India 5 days ago. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Wael M. MF1 Cardiovascular
Wael M. is a 78-year-old man who is brought to the emergency room after collapsing at the casino. The last thing he recalls before losing consciousness is drawing an ace while sitting at the blackjack table. His past medical history is unremarkable and he is on no medications. On arrival to the ER, his heart rate is 30 bpm with a blood pressure of 80/50 mmHg. He is alert and oriented, but feels lightheaded. His JVP is not elevated, but cannon a-waves are occasionally seen. There are no carotid bruits. The remainder of the physical examination, including a neurological examination, is normal. In the ER, a temporary transvenous pacemaker is inserted via the right internal jugular vein and positioned into the right ventricular apex. The pacemaker is turned on and set to pace at 60 bpm. At this rate, Wael M.'s BP increases to 100/70 mmHg and his light-headedness resolves. The next morning, Wael M. has a dual chamber permanent pacemaker inserted. His 12-lead EKG post implant shows paced ventricular beats with a left bundle branch block pattern.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Clerkship Multiple Choice Question Exam: EM Medical Expert (presenting problem)
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Clerkship Multiple Choice Question Exam: EM Medical Expert (technical skills interpretation)
Demonstrate competency in performing the following interpretive skills
Clerkship Multiple Choice Question Exam: Pediatrics Clerkship
One hundred multiple choice questions via the web. The exam is timed.
Direct Observation Tool: Interpret and communicate results of common diagnostic and screening tests
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
NBME Exam (National Board of Medical Examiners): Obstetrics and Gynecology
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement
Simulation Completion: Fetal Bradicardia
Fetal bradicardia simulation.
Simulation Completion: Intrapartum Care
In a simulation initially assess a labouring patient, manage a normal delivery and provide immediate postpartum care of the mother.
Simulation Completion: Postpartum Hemorrhage
Postpartum Hemorrhage (PPH) simulation.

1.4 Make informed decision about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment

Activity Objectives
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
Review the diagnostic criteria for mood and anxiety disorders.
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system.
Review an approach to classification of primary vasculitis.
Describe the epidemiology and pathophysiology of acute abdominal pain.
Review the evidence of neurobiological changes in mood and anxiety disorders.
Describe how alterations in the inflammatory cascade can lead to pathogenesis of certain diseases.
Review laboratory marker for a variety of Vasculitides.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Discuss treatment options for mood and anxiety disorders.
To know what actions to do when an adverse drug event is suspected.
Review several pathophysiologic mechanisms in vasculitis.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Explain the principles of fracture management.
Describe the management of a patient with toxic megacolon.
Explain how to detect, evaluate and manage adverse drug events.
Describe the initial management of patients with acute abdominal pain.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
Review cases of common orthopedic injuries with rationalization for methods of diagnosis and management.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Clerkship Objectives
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
Overview of psychotherapy (indications, efficacy, impact, types, etc.). Use of motivational interviewing across disciplines.
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Assess a patient who has an ASA class 1 or 2 classification with regards to their readiness for anesthesia by taking an appropriate history and performing a relevant physical examination.
Assess the patient's airway for ease of mask ventilation, LMA insertion or endotracheal intubation.
Formulate an initial problem-oriented list of patient issues and a differential diagnosis for each issue.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Laboratory: CBC, amylase, electrolytes, BUN, creatinine, glucose, urinalysis, beta-HCG, liver profile.
Discuss the differential diagnosis of inguinal pain, mass or bulge. consider hernia, adenopathy, muscular strain.
Develop a differential diagnosis for a 20-year-old patient with breast mass and a 45- year-old patient with breast mass. Consider benign vs. malignant, abscess.
Discuss the differential diagnosis of ear pain (otalgia). Consider infection, trauma, neoplasm, inflammation, vascular contrast etiologies in children versus adults.
Describe the differential diagnosis of a patient with jaundice.
Develop a differential diagnosis for a patient with perianal pain. (Be sure to include benign, malignant and inflammatory causes.)
Describe the differential diagnosis of a patient having postoperative fever. For each entity, discuss the clinical manifestations, appropriate diagnostic work-up, and management: Within 24 hours: response to surgical trauma; atelectasis; necrotizing wound infections. Between 24 and 72 hours: pulmonary disorders (atelectasis, pneumonia); catheter related complications (IV-phlebitis, Foley-UTI). After 72 hours: infectious (UTI, pneumonia, wound infection, deep abscess, anastomotic leak, prosthetic infection, parotitis); noninfectious (deep vein thrombosis).
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
List indications for endotracheal intubation, use of LMA, and indications for mechanical ventilation
Calculate appropriate endotracheal tube size for pediatric patients.
Outline initial diagnostic investigations for the patient’s problem(s).
Brace, walking aid, and orthotic prescription.
Demonstrate and relate the significance of various maneuvers utilized in evaluating acute abdominal pain. Examples: iliopsoas sign, Rovsing's sign, obturator sign, Murphy's sign, cough tenderness, heel tap, cervical motion tenderness.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Diagnostic imaging: Flat and upright abdominal radiographs, upright chest X-ray, ultrasound, CT scan abdomen and pelvis, GI contrast radiography, angiography.
Recognize the Cushing reflex and its clinical importance (brain herniation).
Discuss the diagnosis, treatment and complications of acute and chronic otitis media. Include indications for myringotomy tube placement.
Differentiate upper vs. lower GI hemorrhage. Discuss history and physical exam abnormalities. Discuss diagnostic studies.
Discuss a differential diagnosis, evaluation, and treatment of a patient with: non-healing lower extremity wound; non-healing wound of the torso; body area other than the lower extremity.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
Describe a basic differential diagnosis including the significant worst-case diagnosis for every patient assessed.
Demonstrate an approach to the diagnosis and management of undifferentiated patient problems that present to family physicians.
Acutely Ill Child: Acute abdomen, Burn, Diabetic ketoacidosis / Diabetes mellitus, Meningococcemia, Poisoning / intoxication, Shock, Trauma
Brace, walking aid, and orthotic prescription.
Anxiety Disorders
Conduct a suicide risk assessment and management.
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Adolescent Health Issues: Disordered eating, Psychosocial history (HEADDSS), Pubertal development, Sexual health, Sexually transmitted infections, Substance use and abuse
Outline the evaluation of a patient presenting with hearing loss; differentiate between conductive and sensorineural hearing loss. Identify treatable causes.
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Describe the anesthetic management of the patient undergoing Cesarean section
Describe criteria for extubation
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Develop a differential diagnosis for various patients presenting with acute abdominal pain. Differentiate based on: Location (RUQ, epigastric, LUQ, RLQ, LLQ, Flank) and Symptom complex (examples: periumbilical pain localizing to RLQ, acute onset left flank pain with radiation to the testicle etc).
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Special diagnostic/Interventional techniques: upper endoscopy, procto-sigmoidoscopy, colonoscopy, laparoscopy.
Describe the signs, etiology and treatment of intracranial hemorrhage (subarachnoid hemorrhage and intracerebral hemorrhage).
Indicate the mechanisms, methods of compensation, differential diagnosis, and treatment of the following acid base disorders: acute metabolic acidosis; acute respiratory acidosis; acute metabolic alkalosis; acute respiratory alkalosis.
Discuss the differences in evaluation and management of the patient presenting with: hematemesis, melena, hematochezia, guaiac positive stool.
Discuss the various causes of respiratory distress and respiratory insufficiency that may occur in the postoperative patient. For each complication, describe the etiology, clinical presentation, management, and methods of prevention: atelectasis; pneumonia; aspiration; pulmonary edema; pulmonary embolism (including deep venous thrombosis); fat embolism.
Describe the evaluation and management of abdominal aortic aneurysms.
Discuss the diagnosis and management of obstructive ulcer disease.
Contrast the pathology, anatomic location and pattern, cancer risk and diagnostic evaluation of ulcerative colitis and Crohn’s disease.
List the diagnostic methods utilized in the evaluation of potential large bowel obstruction, including contraindications and cost effectiveness.
Describe appropriate uses for the following crystalloid solutions: normal saline, Ringer's lactate, D5W, D5W/NS. Describe appropriate uses of the colloid solutions albumin and Pentaspan. Explain the complications of using these fluids.
The student will be able to explain the techniques of joint aspiration and joint injections.
Discuss the diagnosis and management of the patient with an abnormal mammogram (consider microcalcifications).
Discuss management options for pulmonary embolus: Who needs anticoagulation with heparin? Who needs lytic therapy? Who needs vena caval filter protection? Discuss the indication for open thoracotomy and pulmonary embolectomy to treat massive embolism.
Outline the evaluation of a patient presenting with tinnitus. Describe the potential etiologies and management.
Discuss the diagnostic modalities available for evaluation of hematuria.
Discuss the diagnostic work-up and treatment of oliguria in the postoperative period. Include pre-renal, renal, and post-renal causes (including urinary retention).
Discuss appropriate imaging studies for aneurysms.
Discuss the appropriate diagnostic work-up of a patient with suspect reflux. What is the role of: barium swallow; endoscopy; manometry; 24 hour pH testing.
Discuss the clinical manifestations, risk factors, diagnosis and management of pseudomembranous colitis.
Outline the diagnosis and management of colonic volvulus, diverticular stricture, fecal impaction and obstructing colon cancer.
Personality Disorders
Assess and manage violence/agitation/homicidality
Demonstrate a basic ability to distinguish seriously ill or injured patients from those with minor conditions.
To construct differential diagnoses for major obstetrical and gynaecological problems.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Altered LOC: Encephalitis, Head Injury, Hypoglycemia, Metabolic disease
Acquire and synthesise relevant information from relevant sources including: family, caregivers, and other health professionals.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
Assess (including relevant physical exam) and manage substance use.
Bruising / Bleeding: Hemophilia, Idiopathic thrombocytopenic purpura, Leukemia
Make informed decisions about diagnostic and therapeutic interventions based on patient information and review of up-to-date scientific evidence, and clinical judgment in association with the clinical supervisor.
Describe the rational use of blood product therapy. Explain the complications of massive transfusions.
Differentiate TIA, RIND, and CVA.
Discuss the rationale for management with specific emphasis on: Staging of breast CA; The role of incision and drainage and antibiotics in breast abscess treatment; Current recommendations for screening mammography.
Describe the risk factors, diagnosis and management of epistaxis. Describe the indications and techniques for nasal packing.
Consider CT, cystoscopy, IVP, ultrasound, cystourethrogram, and retrograde pyleography (hematuria).
Explain the rationale for using these diagnostic tests in the evaluation of a patient with jaundice: Liver function tests, including hepatitis profile, peripheral blood smear, Coombs tests, etc. Hepatobiliary imaging procedures (ultrasound, CT scan, ERCP, PTHC, HIDA).
Describe the most common diagnostic procedures used to evaluate pulmonary and mediastinal lesions.
Discuss how to determine which patients need surgical repair of the aneurysm.
Outline the risk factors, presentation, diagnosis and management of ischemic colitis.
Discuss the importance of such breast imaging studies as ultrasound and mammography.
Discuss an appropriate diagnostic evaluation for a patient with hemothorax.
Describe the staging and management of renal cell carcinoma, and transitional cell carcinoma.
Discuss the role of fine-needle cytology, open biopsy, CT scan, MRI, thyroid scan, and nasopharyngeal endoscopy in the diagnostic work up of a neck mass.
Discuss the risks of surgical treatment and the risks of the aneurysm left untreated.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Assess and manage other psychiatric emergencies/crises and acute presentations: toxidromes and withdrawal; overdoses: (e.g. TCA, acetaminophen); severe drug reactions: NMS, sertonin syndrome, dystonia; medical conditions with possible psychiatric presentation (e.g. catatonia, delirium)
Distinguish which conditions are life-threatening or emergent from those that are less urgent.
Dehydration: Hyponatremia / hypernatremia, Mild / moderate / severe dehydration
Integrate epidemiologic skills into choosing diagnostic strategies including: likelihood ratio, sensitivity, specificity, post-test probability, etc.
Ability to select, justify and interpret clinical tests and imaging
Discuss the causes and mechanisms of chronic rhinitis/rhinorrhea. Outline the evaluation and management of chronic rhinitis.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
Demonstrate the ability to evaluate and initiate treatment of the undifferentiated patient.
Development / Behavioural / Learning Problems: Attention deficient disorders, Autism spectrum disorder, Cerebral palsy, Fetal alcohol spectrum disorder, Global delay, Gross motor delay, Learning disability, Speech / language delay
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Students will understand the importance of early diagnosis and treatment in subarachnoid hemorrhage and epidural hematomas.
Describe the possible causes, appropriate laboratory studies needed, and treatment of the following conditions: hypernatremia; hyponatremia; hyperkalemia; hypokalemia; hypochloremia
Discuss the evaluation and differential diagnosis of a patient with a thyroid nodule.
Outline the initial management of a patient with mechanical small bowel obstruction, including laboratory tests and x-rays.
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Describe the appropriate triage of a patient in a trauma system.
Somatoform disorders
Describe the concept of triage and prioritization of care, including paraphrasing the use of Canadian Triage and Acuity Scale (CTAS). Recognize that certain groups of patients require a high index of suspicion for serious illness (e.g.,immunocompromised, chronic renal failure, transplant, extremes of age, intoxicated, and diabetes).
To develop the skills to perform an appropriate sexual health history procedures.
Diarrhea: Celiac disease, Cow’s milk protein allergy, Gastroenteritis, Hemolytic uremic syndrome, Inflammatory bowel disease, Toddler’s diarrhea
Medical Psychiatry
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: Reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
Edema : Nephritic syndrome, Nephrotic syndrome, Renal failure
Ability to diagnose through clinical reasoning
Discuss the etiologies and diagnostic evaluation of a patient with UTI.
Differentiate upper vs. lower GI hemorrhage.
Outline the etiologies and work-up of a patient with pneumaturia.
Describe the early management of a major burn.
Discuss history and physical exam abnormalities (stomach).
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Eye Issues: Absent red reflex , Amblyopia, Conjunctivitis, Normal vision development, Periorbital / orbital cellulitis, Strabismus, Visual changes
Other: Impulse control disorders, Factitious Disorder and Malingering
To demonstrate an ability and approach to assessing: Normal labour; Rupture of membranes; Third Trimester Bleeding; Abdominal Pain in Pregnancy.
Fever: Different age groups (<1mo, 1-3 mo, >3 mo), Kawasaki disease, Meningitis, Occult bacteremia /sepsis, Urinary tract infection, Viral
Consider legal and/or ethical issues as well as psychosocial aspects in deciding on an appropriate treatment.
Outline the initial evaluation of patients presenting with urinary frequency, nocturia, urgency or urinary retention.
Discuss diagnostic studies (stomach).
Discuss the diagnosis and treatment of compartment syndrome.
Amnestic and Dissociative disorders
Genito-urinary Complaints (hematuria, dysuria, polyuria, frequency, pain): Balanitis, Enuresis, Phimosis, Testicular torsion, Vesicoureteral reflux, Vulvo-vaginitis
Identify resources to help determine appropriate treatment options for common and uncommon medical problems.
To select appropriate intrapartum analgesia and anaesthesia.
Growth Problems: Constitutional delay, Failure to thrive, Familial short stature, Obesity, Turner syndrome
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Describe the differential diagnosis, location, appearance and symptoms of leg ulcers due to: Arterial disease; Venous stasis disease; Neuropathy; Infection; Malignancy.
Discuss the symptoms associated with hyperthyroidism and discuss treatment options.
Discuss diagnosis and management of thyroiditis.
Assess and manage acute psychosis.
Headache: Brain tumor, Concussion, Increased intracranial pressure, Migraine
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Assess the appropriate use of psychotherapy
Inadequately explained injury (Child abuse): Abusive head trauma, Domestic violence, Neglect, Physical abuse, Sexual abuse
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
Limp / Extremity Pain: Bone tumor, Growing pains, Juvenile idiopathic arthritis, Legg Calve Perthes disease, Osgood Schlatter disease, Osteomyelitis, Post-infectious, Reactive arthritis, Rheumatic fever, Septic arthritis, Slipped capital femoral epiphysis, Transient synovitis, Trauma / injury
Lymphadenopathy: Cervical adenitis, Lymphoma, Mononucleosis, Reactive
Discuss methods for DVT prophylaxis and identify high-risk patients.
Assess the appropriateness for and recommend ECT and TMS: indications for use, side effects.
Mental Health Concerns: Anxiety, Depression, School refusal, Suicidality
To construct differential diagnoses and management plans (for gynaecologic problems presenting to the emergency room).
Murmur: Congenital heart disease, Innocent murmur
Neonatal Jaundice: Biliary atresia, Breast feeding jaundice, Breast milk jaundice, Hemolytic anemia, Kernicterus, Physiologic
To formulate a post-operative management plan.
Newborn: Abnormal newborn screen, Birth Trauma, Congenital infections, Cyanosis, Depressed newborn, Hypoglycemia, Hypothermia, Hypotonia / floppy newborn, Large for gestational age , Neonatal abstinence syndrome, Newborn physical exam (normal, abnormal), Prematurity, Respiratory distress, Sepsis, Small for gestational age, Trisomy 21, Vitamin K deficiency
Pallor / Anemia: Hemoglobinopathies, Hemolysis, Iron deficiency
To recognize the principles and practice of prenatal diagnosis.
Rash: Acne, Cellulitis, Diaper rashes, Drug eruption, Eczema, Henoch Scholein purpura, Impetigo, Scabies, Scarlet fever, Seborrhea dermatitis, Urticaria, Viral exanthems
Respiratory distress / Cough: Anaphylaxis, Asthma, Bronchiolitis, Congestive heart failure, Croup, Cystic fibrosis, Epiglottitis, Foreign body, Pertussis, Pneumonia, Status asthmaticus, Tracheitis
Seizure / Paroxysmal event: Arrhythmia, Breath-holding spell, Brief resolved unexplained event, Febrile vs. non-febrile seizure, General vs. focal seizure, Status epilepticus, Syncope
Sore Ear: Otitis externa, Otitis media
Sore Throat / Sore Mouth: Dental disease, Oral thrush, Peritonsillar abscess, Pharyngitis, Retropharyngeal abscess / cellulitis, Stomatitis
Vomiting: Gastroeosphageal reflux / Gastroeosphageal reflux disease, Intestinal atresia, Intussusception, Malrotation/volvulus, Pyloric stenosis
Well Child Care (newborn, infant, child) : Anticipatory guidance, Circumcision, Crying / colic, Dental health, Discipline / Parenting, Growth – Head circumference, Height, Weight, Body mass index, Health active living, Hearing, Hypertension, Immunizations Injury prevention, Normal development, Nutrition & Feeding, Sleep issues, Social-economic / cultural / home / environment, Sudden infant death syndrome
Essential Clinical Experience
Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
Apply evidence-based information to inform decision making and share with patient or family.
General Objectives
Develop a basic approach to low back pain and explain its common causes and its investigation and management.
Anxiety or panic.
Genetic influences.
Describe the genetics and molecular structure of hemoglobin, its synthesis and how qualitative and quantitative abnormalities cause disease.
Develop a mechanism-based approach to management of hematologic diseases.
Describe the mechanism and consequences of quantitative and qualitative abnormalities of platelets.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Apathy and withdrawal.
Brain development and function.
Describe the role of iron, folic acid and vitamin B12 in hematopoiesis.
Describe the mechanisms and consequences of coagulation factor deficiencies.
Theme 2: The inter-relationship of mental and physical processes
Search for and organize essential and accurate research evidence.
Differentiate between inflammatory and mechanical back pain.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Explain the effects of airflow obstruction on the respiratory tract, lung mechanics and gas exchange. Use this knowledge to explain the symptoms and signs with which the patient with lower or upper airway obstruction presents.
Develop a conceptual approach to diagnosis of anemia and polycythemia.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Develop a conceptual approach to management of venous thromboembolic disease.
Develop a conceptual approach to diagnosis of bleeding disorders.
Describe the major drug classes used to treat psychotic disorders, their mechanism of action, indications, and adverse effects.
Describe the response of the cardiovascular and respiratory systems to venous thrombosis.
Describe the pathophysiology that leads to white cell malignancies.
Explain the pathophysiology and clinical presentation of Parkinsonism.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Describe how these disorders (developmental abnormalities of the musculoskeletal system) may affect the child through all stages of life.
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Perceptual disturbances.
Physical health.
Explain the basis of cancer diagnosis and prognosis.
Explain the risks, benefits and limitation of genetic testing for hereditary cancer.
Explain how mechanical abnormalities affect function.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Abnormal beliefs.
Describe the role of surgery, radiation and systemic therapy in the management of cancer.
Develop a mechanism-based approach to management of airflow obstruction.
Develop a mechanism-based approach to the management of coronary artery disease.
Demonstrate active planning for the pursuit of knowledge and lifelong learning to maintain competency.
Discuss degenerative musculoskeletal diseases.
Disorientation and memory disturbance.
Develop a mechanism-based approach to the diagnosis and management of arrhythmias.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Develop an approach to diagnostic tests as applied to the cardiovascular system: EKG, chest x-ray, echocardiogram, stress test.
Develop a mechanism-based approach to management of respiratory pump failure.
Develop a mechanism-based approach to management of cardiovascular diseases: medications, behavioural modifications and population measures for prevention.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe the role of prenatal diagnosis in pregnancy.
Review recent developments in immunotherapy.
Pain or other forms of somatic distress.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Maladaptive behaviours.
Describe the principles of pain and symptom management in cancer.
Recurrent interpersonal problems.
Differentiate encephalitis from meningitis.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe less common metabolic bone diseases which help one learn about normal bone.
Global Objectives
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should be able to explain the role of the neuromusculature in respiratory pump function.
Explain the most common mechanism of arrhythmogenesis: re-entry
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the cardiac cycle, the mechanisms of myocardial contraction and the pathophysiology of congestive heart failure.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
At the completion of this problem, students should be able to define sepsis and describe the pathophysiology of septic shock. They should be able to identify the diagnostic work up and management of someone with sepsis and articulate the process of antimicrobial selection in such cases.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Upon completion of this problem, students will demonstrate an understanding of the physiology and pathophysiology of gastric acid secretion. The factors that support and disrupt gastroduodenal mucosal integrity should be identified and explained.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to describe the factors that influence airway luminal diameter, and the key aspects of allergic mediated inflammation.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students will be able to integrate the various branches of the immune system and be able to identify when to initiate an immunodeficiency work-up.
Upon completion of this problem, students should be able to explain the pathophysiology of the acute coronary syndromes.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students should be able to explain the role of platelets in hemostasis and thrombosis.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will be able to describe the concept of normal and abnormal childhood behaviour.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students should be able to describe the role of coagulation factors in secondary hemostasis. Students should be able to assess the risk to family members of an individual with an X-linked condition.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students will be able to describe the anatomy and physiology of the biliary system and outline the pathophysiology of stone formation in various organs.
Upon completion of this problem, the students will be able to describe delirium and altered states of consciousness.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students will be able to describe the regulation and function of the hypothalamic-pituitary-adrenal axis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Clinical Pharmacology
Provide an introduction to the field of clinical pharmacology and therapeutics. To discuss what will be covered throughout the MD Program curriculum. To discuss pharmacodynamics and pharmacokinetic concepts.
Active Large Group Session: Intro to Radiology
Active Large Group Session: Introduction to ABGs
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Active Large Group Session: MSK Radiology
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system. Develop an approach to the interpretation of MSK radiographs. Develop an approach to the interpretation of the cervical spine radiograph. Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Active Large Group Session: Personality Disorders
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Movement Disorders and Cognitive Assessment
To review the common movement disorders relevant to psychiatry. A general approach to management of the specific disorders. To review the key components of cognitive assessment.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): Chest Pain (Archived)
The Clinicopathology Conference (CPC) is a longstanding practice where clinicians are informed of the pathological findings that may have accounted for the clinical features of their patients. Such findings may be in the form of surgical specimens or autopsies. It is the most efficient way of learning the pathophysiologic process of disease.
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Clinical Pathology Conferences (CPC): Head, Neck and ENT Malignancy (Archived)
Introduce head and neck cancer. Illustrate using a clinical presentation with pathological correlation. Develop an approach to patients with head and neck symptoms.
Clinical Pathology Conferences (CPC): Shortness of Breath (Archived)
Case presentation of megaloblastic anemia with objective of making a unified diagnosis, understanding the pathophysiology and reviewing the appropriate diagnostic and therapeutic strategies.
e-Learning Module: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
e-Learning Module: Physical Therapy of Psychopathology
Demystifying ECT (Electroconvulsive Therapy): A discussion of ECT, TMS (transcranial magnetic stimulation) , DBS (deep brain stimulation) and VNS (vagal nerve stimulation)
Essential Clinical Experience: Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
Essential Clinical Experience: Apply evidence-based information to inform decision making and share with patient or family.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Mood and Anxiety Disorders (Archived)
Anxiety, Depression and Bipolar Disorder. Review types of anxiety and mood disorders. Examine common biological constructs underlying anxiety disorders and mood disorders. Discuss comorbidity between anxiety and depressive disorders and the impact this has on outcomes.
Large Group Session: Obstetrical Emergencies
Shoulder Dystocia. Post Partum Hemorrhage. Cord Prolapse.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Prenatal Diagnosis and Screening
To assess genetic risk factors in the family history; when to refer a patient for genetic counselling. To understand age related risks for fetal aneuploidy. To review current standards of practice for Prenatal Screening and Diagnostic testing for fetal aneuploidy. To learn about the evolving landscape of Prenatal Screening in light of new technologies. To be aware of the underlying theme of empowering informed decision making for all women.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 1
Adrian Scholtz is a 33 yr old male patient presenting at the Shelter Medical Outreach centre. He complains of a dry cough, fever, shortness of breath and worsening fatigue. He was seen at a walk-in clinic a few days ago for similar symptoms. He states he underwent testing for influenza A and COVID, but did not stay around to see what the results were. Adrian was encouraged to take Tylenol and rest, but did not receive any antibiotics or other treatment. Past medical history includes intravenous drug use, mechanical valve replacement (3 years ago), and is a current smoker. Concerned that Adrian appears quite sick, the medical clinic staff arranges for Adrian to be sent to the local ER department for evaluation.
Tutorial: Alessandra W. MF1 Cardiovascular
Alessandra W. is a 70-year-old lady referred to you for shortness of breath. She was previously fairly healthy until 2 months ago when she began noticing mild dyspnea with walking one to two blocks, climbing two flights of stairs, and while swimming at her local pool. Her symptoms have progressed since then to the point where she was forced to give up her swimming, which she had been doing regularly for the last several years. She also could no longer climb more than one flight of stairs without stopping. Over the last few days, she has noticed swelling in her ankles. She has become particularly concerned because she has been waking up at night short of breath and for the first time yesterday was forced to sleep sitting in her recliner. She denies any chest pain, fever, or cough.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amir Boutros MF2 Renal
Amir Boutros is a 30 year old man with a history of Crohn's disease who presents to the hospital with a recent history of increased pain and diarrhea. He is very weak, dizzy and short of breath. His BP is 80/50 with a heart rate of 120 and respiratory rate of 24. His chest X-ray is normal.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Carmine Garcia MF2 Hematology
Mr. Garcia is a 57-year-old retired banker who loves to play golf and garden. Despite chronic hip pain for which he takes aspirin on a regular basis, he plays golf 2-3 times a week in the spring and summer. His wife has encouraged him to see you today because over the past 3-4 months he has felt increasingly tired, and in fact, has not done his usual summer plantings. She also finds him very irritable. With some reluctance, Carmine tells you that he has been short of breath on the green on a couple of occasions over the last week, and that he really feels too fatigued to garden for any length of time. This worries him, as he has some friends with cancer, and they seemed to have the same symptoms prior to their diagnosis.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Emily Bradstone MF3 Endocrinology
A 55 year old female, Emily Bradstone, is seen by a hematologist for easy bruising. No hematological problem was found. An internist also saw the patient. There has been a one-year history of easy bruising, weight gain, worsening of diabetes, difficulty climbing stairs and edema of the ankles
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Janet Woo MF1 Cardiovascular
Janet Woo is a 50-year-old woman with a history of intermittent palpitations. Over the last five years, she can recall infrequent and transient episodes of her heart "pounding in her chest". These episodes would not produce any other symptoms and would last no longer than a couple of minutes at a time, so she never sought medical attention. Earlier this evening, while watching television, she developed palpitations that did not resolve. She became diaphoretic, felt dizzy and somewhat short of breath and so called 911 and was brought to the ER.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Judy Patterson MF2 Hematology
Judy Patterson is a 22 year-old university student who presented to the Student Health Clinic with a rash on her lower legs. Her past medical history is unremarkable except for a urinary tract infection diagnosed 6 days ago for which she is taking trimethoprim-sulfamethoxazole. The only other medication she takes is the occasional dose of ibuprofen for headaches. She has never had any dental extractions or surgeries. On examination, she has no lymphadenopathy or splenomegaly, but she does have petechiae on her lower legs. You ask to look inside her mouth and there you see a blood blister on the inside of her cheek. She says she must have bitten it by accident.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Maxwell Greenfield MF2 Hematology
Maxwell Greenfield is a 32 M was admitted under the general medicine service last night with gastroenteritis. It is your first day on the hematology rotation and you are called to provide a consult for new onset pancytopenia in Maxwell. Maxwell has a history of Crohn’s disease, diagnosed at the age of 28. He is currently on methotrexate 20 mg subcut weekly to control his disease, which he has been on for the last two years. He does not take any other medications at home. He has no other medical problems. Maxwell initially presented to hospital with nausea, vomiting, and diarrhea after eating some old chicken he found at the back of the fridge. He did not have any blood in his bowel movements or mucous. He has note noted any fever.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Mei Wang MF3 Reproduction
Mei Wang, a 24-year-old fitness instructor, stopped taking the oral contraceptive pill (OCP) 12 months ago, in order to conceive. She has remained amenorrheic since then. Mei's puberty was appropriate in terms of timing and secondary sexual development. However, she has always had infrequent and at times extremely heavy menstrual bleeding. As a teenager, she was prescribed the OCP to regulate her periods. She has been on the OCP ever since.
Tutorial: Melissa Wang IF Host Defence and Neoplasia
Melissa is a 35-year-old mother of three who works in marketing. She is being seen in consultation by the Internal Medicine service while admitted to Thoracic Surgery for an empyema. Three months prior she began to have cough with intermittent fevers and chills. She has been treated as an outpatient by her family doctor with Amoxicillin, Azithromycin and Levofloxacin over this time. Her symptoms would initially improve but would return within days of completing her antibiotic course. Her condition continued to worsen until this admission. On review of her past history, she has chronic facial pain and pressure with frequent purulent discharge, and typically has 2-3 sinus infections per year requiring antibiotics. She has never had pneumonia before this year. She has never received pneumococcal vaccination. She received her childhood immunization series and had her last tetanus and diphtheria booster 4 years ago. She has been re-vaccinated for measles, mumps, rubella twice, after prenatal evaluation deemed her non-immune. Prior to onset of these symptoms, her only medication was the oral contraceptive pill. In addition to leaving recommendations to manage her empyema, you wonder about her history of recurrent sinusitis and recent pneumonias. As such, you order some screening bloodwork.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Nick DeMarco MF3 Gastroenterology and Nutrition
Nick DeMarco is a 51 year old physical education teacher at a local elementary school. He has noticed increasing fatigue with exertion and complains about feeling exhausted at the end of the school day. He explains that he has been experiencing epigastric discomfort after eating and he has tried taking Advil for pain relief. He states the pain and regurgitation wakes him up at night. He reports that he is usually able to get back to sleep after taking antacids and a glass of milk.
Tutorial: Novak B. Part 2 MF1 Cardiovascular
Three years have now gone by and Novak B. has done very well. He has used his Nitroglycerin only once since you prescribed it, when he had to run for a bus. One night, you happen to be working an ER night shift at the local hospital when Novak is brought in by an ambulance. He is complaining of severe retrosternal chest pain, which started one hour ago. An EKG is obtained immediately and confirms an acute myocardial infarction (AMI). A chest X-ray is normal, as is his first Troponin T. You give him 162 mg of aspirin to chew, along with 180 mg of ticagrelor and enoxaparin 80 mg subcutaneously every 12 hours, as a starting dose. On examination, he is in distress from the pain and looks dyspneic. His pulse is 90 bpm and his respiratory rate is 24. His blood pressure is 100/70 mmHg in both arms. His O2 saturation is 90% on 2L oxygen via nasal prongs. His JVP is 5 cm above the sternal angle. He has bibasilar inspiratory crackles. His heart sounds are obscured by the ambient noise in the ER, but no obvious murmurs are heard. He has no peripheral edema. You briefly discuss percutaneous coronary intervention (PCI) and thrombolytic therapy. Novak does not consent to thrombolysis, but agrees to PCI.
Tutorial: Philip Cheung MF3 Gastroenterology and Nutrition
Mr. Cheung presents to the emergency department with a 2 day history of worsening pain in the right upper quadrant of his abdomen. He had been in the ER last year with pain in his right flank, but while that pain was colicky in nature, he currently describes a more constant pain. The right flank pain a year ago was accompanied by hematuria and he ended up passing a kidney stone. Currently, he has felt nauseated but has not vomited and he has been anorexic for over 24 hours. He finally came to ER after developing some fevers and chills.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ron Chen MF1 Respirology
Ron Chen is a 25 year old computer sciences post-graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically. He has also noticed occasional clumsy speech and facial weakness.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Mosley MF2 Hematology
Shane Mosley an 18-month-old boy was brought to the emergency room by the baby sitter for treatment of a swollen and tender right knee that had developed suddenly within the previous three hours. The knee began to swell soon after Shane tripped on the family room carpet. Physical examination reveals an apparently healthy child who is crying and favouring his right leg. The knee is swollen and held in partial flexion. Shane has a few old, superficial bruises over shins, chest wall and his back. The physician in the ER concludes that there is fluid in the knee and because of the sudden onset and absence of fever, thinks this is most likely due to a joint bleed. The physician wonders about an underlying systemic bleeding disorder as the cause of Shane's joint bleed. A complete blood count, "hemostasis screen" and an x-ray of the knee are ordered.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Skylar and Siobhan Aidan MF4 Brain and Behaviour
Today, Siobhan came in sobbing, dragging a reluctant 8-year-old Skylar behind her. She wailed, "He's turning out just like his Dad. Before you know it he'll be in jail for assault, I'm scared of both of them." Siobhan explains that Skylar punched a boy in the face today and was suspended for 3 days. Evidently, there have been numerous incidents at school where the Grade 3 teacher claimed Skylar was the aggressor. This implied information about Skylar 's father was news to you and you suspect that there was more going on in the home than Siobhan had shared with you in the past. You wonder how to approach Siobhan about this.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Tammy Polk MF5 Brain and Behaviour
Mrs. Tammy Polk is very difficult to interview. She is an extremely vague and difficult historian. Her family tell you that she was diagnosed with breast cancer 5 years ago and had a mastectomy at that time. Her husband died 6 months ago and she has never really recovered. Over the past week, the family have been worried that she is "developing Alzheimer's" because of memory problems and agitation. Past psychiatric history is notable for mild depression, treated with paroxetine 20mg daily, and sleep difficulties that are chronic and date back to her days as an alcoholic. One month ago, she was started on 50 mg of quetiapine at bedtime for sleep by her family doctor. Two weeks ago, she was given Oxybutinin (Ditropan) to help with some urinary incontinence, with good effect on her bladder problem. She is admitted to hospital for further medical work-up. The 1 pm nursing note reads: "quiet, resting comfortably, oriented x 3." The results of CBC, serum electrolytes and urinalysis are pending. The medical resident calls for psychiatric consultation at 4:05 pm because the patient has become agitated and has voiced suicidal ideation. The consult note reads: "medically cleared, please transfer to psychiatry for treatment of emotional instability and psychotic depression." The psychiatric resident arrives at 5 pm and finds that the patient is visually hallucinating and disoriented.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Thomas Gagnon MF1 Respirology
Thomas Gagnon, a 12 year old boy diagnosed with asthma 1 year ago, traditionally experienced minimal respiratory symptoms. In the past, he had used inhaled salbutamol sparingly, generally during soccer games, with excellent therapeutic effect. During a late September soccer game being held in a rural area, Thomas developed sudden onset dyspnea, wheeze, and chest discomfort. Earlier in the day he had visited with family members who smoke and have three pet cats. His symptoms were mostly relieved with repeated doses of salbutamol. He awakes the following night with ongoing symptoms that are not responsive to inhaled salbutamol, despite frequent dosing. His parents are alarmed and take him to the emergency department.
Tutorial: Vivian Patel MF3 Gastroenterology and Nutrition
Vivian Patel is a 35-year-old computer programmer who presents to the ER with a 10- hour history of profuse vomiting, watery non-bloody diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. She was first seen by the triage nurse, who noted that she was febrile with a temperature of 38.6 C. Given her presentation, the nurse decided that she should be isolated with "enteric precautions” and she was subsequently seen by the ER physician. Vivian is an otherwise healthy woman with no known medical problems and only takes a multivitamin daily. The day prior to her presentation with these symptoms, she had attended her 5-year-old niece's birthday party. She cannot recall any sick contacts, although is unsure if anyone else from the party has developed similar symptoms. Additionally, she had recently returned from a trip to India 5 days ago. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Watching a Video: How Emerg Docs Think
Clerkship Multiple Choice Question Exam: EM Medical Expert (presenting problem)
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Clerkship Multiple Choice Question Exam: EM Medical Expert (technical skills interpretation)
Demonstrate competency in performing the following interpretive skills
Clerkship Multiple Choice Question Exam: Pediatrics Clerkship
One hundred multiple choice questions via the web. The exam is timed.
e-Learning Module Completion: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
NBME Exam (National Board of Medical Examiners): Obstetrics and Gynecology
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

1.5 Develop and carry out patient management plans

Activity Objectives
Describe the secretory and excretory functions of the hepatobiliary system.
Recognize that drug interactions are innumerable and can occur frequently in clinical practice.
Describe the anatomy, embryology and histology of the thyroid gland.
Describe the application of the Law of Thermodynamics to obesity causation and treatment.
Describe the inflammatory cascade.
Review an approach to classification of primary vasculitis.
Describe the epidemiology and pathophysiology of acute abdominal pain.
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
Describe some of the mechanisms by which drug-drug interactions occur.
Explain thyroid hormone synthesis and regulation.
Describe appetite control mechanisms.
Describe how alterations in the inflammatory cascade can lead to pathogenesis of certain diseases.
Review laboratory marker for a variety of Vasculitides.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Describe measures of liver synthetic function.
Explain how drug-drug interactions can be prevented.
Identify the metabolic function of thyroid hormone.
Discuss the determinants of obesity.
To know what actions to do when an adverse drug event is suspected.
Compare and contrast clinical presentations of rheumatoid arthritis, seronegative spondyloarthropathy, and connective tissue diseases.
Review several pathophysiologic mechanisms in vasculitis.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Discuss examples of hepatobiliary disease.
Review common types of thyroid disease: thyrotoxicosis; hypothyroidism; thyroid nodules; thyroid cancer
Describe the health consequences of obesity.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Explain how pharmacological therapy functions to suppress inflammation at various parts of the immune response cascade.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Explain the principles of fracture management.
Discuss the prevalence of obesity and related adverse health outcomes in adults and children.
Explain how to detect, evaluate and manage adverse drug events.
Explain how inflammatory conditions have a significant impact on the quality of life of patients affected.
Describe the initial management of patients with acute abdominal pain.
Describe the management of a patient with toxic megacolon.
Introduce the principles of obesity management in adults and youth.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
Review cases of common orthopedic injuries with rationalization for methods of diagnosis and management.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Clerkship Objectives
Assess a patient who has an ASA class 1 or 2 classification with regards to their readiness for anesthesia by taking an appropriate history and performing a relevant physical examination.
Develop a management plan including: Pharmacologic treatment and non-pharmacologic treatment.
Rehabilitation prescription (physiotherapy, massage therapy, etc.)
Develop a differential diagnosis for a 20-year-old patient with breast mass and a 45- year-old patient with breast mass. Consider benign vs. malignant, abscess.
Describe the presentations, etiologies and management of pulmonary embolus.
Outline the initial management of a patient with an acute GI hemorrhage. Discuss indications for transfusion, fluid replacement, and choice of fluids.
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
Describe differences between the medical management of paediatric patients versus adult patients.
Employ procedures and clinical skills so as to be able to:
Demonstrate an approach to the diagnosis and management of undifferentiated patient problems that present to family physicians.
Brace, walking aid, and orthotic prescription.
Brace, walking aid, and orthotic prescription.
Discuss the most frequently encountered benign hepatic tumors and their management.
Which patients with a pancreatic cyst need surgery and when?
Discuss the diagnosis, treatment and complications of acute and chronic otitis media. Include indications for myringotomy tube placement.
Discuss a differential diagnosis, evaluation, and treatment of a patient with: non-healing lower extremity wound; non-healing wound of the torso; body area other than the lower extremity.
Mood Disorders (including in post-partum, seasonal, GMC)
Describe the anesthetic management of the patient undergoing Cesarean section
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Discuss the most frequently encountered malignant hepatic tumors and their management.
Indicate the mechanisms, methods of compensation, differential diagnosis, and treatment of the following acid base disorders: acute metabolic acidosis; acute respiratory acidosis; acute metabolic alkalosis; acute respiratory alkalosis.
Discuss the various causes of respiratory distress and respiratory insufficiency that may occur in the postoperative patient. For each complication, describe the etiology, clinical presentation, management, and methods of prevention: atelectasis; pneumonia; aspiration; pulmonary edema; pulmonary embolism (including deep venous thrombosis); fat embolism.
Describe the evaluation and management of abdominal aortic aneurysms.
Discuss priorities and specific goals of resuscitation for each form of shock: define goals of resuscitation; defend choice of fluids; discuss indications for transfusion; discuss management of acute coagulopathy; discuss indications for invasive monitoring; discuss use of inotropes; afterload reduction in management
Discuss the diagnosis and management of obstructive ulcer disease.
Anxiety Disorders
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Develop management plans that demonstrate due attention to discharge planning, and recognition of key community resources to support the family once out of hospital.
Indications for surgery and general surgical principles.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Indications for surgery and general surgical principles.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Discuss the diagnosis and management of the patient with an abnormal mammogram (consider microcalcifications).
Discuss the role of: Observation; Tube thoracostomy; Chemical sclerosis; Surgical management of this condition (pneumothorax).
Discuss management options for pulmonary embolus: Who needs anticoagulation with heparin? Who needs lytic therapy? Who needs vena caval filter protection? Discuss the indication for open thoracotomy and pulmonary embolectomy to treat massive embolism.
Outline the evaluation of a patient presenting with tinnitus. Describe the potential etiologies and management.
Discuss management for: peptic ulcer, variceal hemorrhage, Mallory-Weiss tear gastric ulcer (benign vs. malignant), Meckel's diverticulum , intussusceptions, diverticulosis , ulcerative colitis, colon cancer, rectal cancer, hemorrhoids, AV malformation.
Compare and contrast the management and prognosis of metastatic vs. primary lung malignancies.
Discuss treatment plan for each diagnosis listed in objective one (for perianal pain), including non-operative interventions and role and timing of surgical interventions.
Discuss the clinical manifestations, risk factors, diagnosis and management of pseudomembranous colitis.
Outline the diagnosis and management of colonic volvulus, diverticular stricture, fecal impaction and obstructing colon cancer.
Personality Disorders
Monitor for response to therapy including compliance and potential adverse effects.
Discuss the rationale for management with specific emphasis on: Staging of breast CA; The role of incision and drainage and antibiotics in breast abscess treatment; Current recommendations for screening mammography.
Describe the risk factors, diagnosis and management of epistaxis. Describe the indications and techniques for nasal packing.
Outline the risk factors, presentation, diagnosis and management of ischemic colitis.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
To formulate management plans for major obstetrical and gynaecological problems.
Return to activity.
Return to activity.
Discuss the causes and mechanisms of chronic rhinitis/rhinorrhea. Outline the evaluation and management of chronic rhinitis.
Learn how to develop and carry out patient management plans in association with the clinical supervisor.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Describe the determinants of cardiac output. Explain the relationship between myocardial oxygen supply and demand and how we can alter each aspect of the relationship perioperatively.
Describe the presentation and management of hydrocephalus. Compare and contrast adult and pediatric hydrocephalus.
Describe the staging and management of renal cell carcinoma, and transitional cell carcinoma.
Describe the management of postoperative chest pain.
Discuss the potential complications and management of small bowel obstruction.
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Discuss the appropriate management of blood in the pleural cavity.
Describe factors which can lead to abnormal bleeding postoperatively, and discuss its prevention and management: Surgical site - inherited and acquired factor deficiencies; DIC; transfusion reactions; operative technique; gastroduodenal (i.e. stress ulcerations)
Outline the initial management of a patient with an acute GI hemorrhage.
Outline the initial management of a patient with mechanical small bowel obstruction, including laboratory tests and x-rays.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
To develop an understanding of surgical principles as they relate to gynaecologic procedures.
Demonstrate the ability to evaluate and initiate treatment of the undifferentiated patient.
Somatoform disorders
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Describe the appropriate triage of a patient in a trauma system.
Contrast the presentation and management of partial vs. complete small bowel obstruction.
Medical Psychiatry
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Discuss the medical and surgical management (of acute arterial occlusion).
Describe the early management of a major burn.
To demonstrate an ability and approach to assessing: Normal labour; Rupture of membranes; Third Trimester Bleeding; Abdominal Pain in Pregnancy.
Other: Impulse control disorders, Factitious Disorder and Malingering
Amnestic and Dissociative disorders
Discuss the differences in evaluation and management of the patient presenting with: hematemesis, melena, hematochezia, guaiac positive stool.
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Recommend medication management, monitoring and counselling, including: Classes of psychiatric medications and their indications. Medication counselling: indications, choice, side effects, etc. Pre-medication work-up. Medication monitoring and work-up. Side effects (blood tests and physical e.g. AIMS). Metabolic syndromes and monitoring. Special populations (pediatric, geriatric, pregnancy). Acute syndromes/reactions (NMS, dystonia, serotonin syndrome, toxicity).
To formulate a post-operative management plan.
General Objectives
Describe an approach to assessment, investigation and management of patients with disorders of the hepatobiliary system.
Anxiety or panic.
Genetic influences.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Estimated Average Requirement (EAR)
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Apathy and withdrawal.
Brain development and function.
Recommended Dietary Allowance (RDA)
Familiarity with reference standards for growth in infants and children produced by the Centre for Disease Control and Prevention in Atlanta in 2000 and adopted by Canadian health professional societies in 2003 as well as the World Health Organization Child (0-5 years) Growth Charts.
Search for and organize essential and accurate research evidence.
Discuss the concerns for drug-drug interactions between different categories of psychotropic drugs.
Modify treatment plans and clinical decision making skills when required with review of rationale for each scenario encountered.
Identify the treatment and side effects of bipolar disorder, mania and depression.
Describe the major drug classes used to treat psychotic disorders, their mechanism of action, indications, and adverse effects.
It is important to be able to outline investigations of adrenal function and the management of patients with adrenal dysfunction.
Students will be able to outline the long-term effects of diabetes mellitus, as it affects the eye, the kidney, sexual function, the cardiovascular system and peripheral nervous system as well as the effects of diabetes on lipid metabolism.
Anger and violence.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Early life experiences.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Adequate Intake (AI)
By the end of the gastrointestinal and nutrition subunit you should have covered the following areas and be able to perform the tasks outlined in this list:
Describe how these disorders (developmental abnormalities of the musculoskeletal system) may affect the child through all stages of life.
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Perceptual disturbances.
Physical health.
Estimated Energy Requirement (EER)
Describe an approach to determining nutritional status. This should include assessment of growth, body composition and biochemical measures of nutritional adequacy.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Explain the effects of mood stabilizers and antipsychotic medications on metabolic disturbances.
Explain the use of naltrexone as an anti-craving therapy for alcohol use disorder.
Describe the mechanism of action for the drugs used in the treatment of Parkinsonism.
Describe the treatment of thyroid disease.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Abnormal beliefs.
Socio-economic situation.
Describe the role of surgery, radiation and systemic therapy in the management of cancer.
Use reference standards for growth to assess over and under nutrition based on percentile for weight, height and body mass index (BMI).
Discuss degenerative musculoskeletal diseases.
Disorientation and memory disturbance.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Explore the benefits and side effects of benzodiazepines and stimulant medication use.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe the mechanism of action, the efficacy and adverse effects of Non-Steroidal Anti-Inflammatory Drugs (NSAIDs) and acetaminophen particularly with respect to their role in managing osteoarthritis.
Review recent developments in immunotherapy.
Pain or other forms of somatic distress.
Maladaptive behaviours.
Describe the principles of pain and symptom management in cancer.
Describe the different categories of drugs used to treat depression, their efficacy and adverse effects.
Recurrent interpersonal problems.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe less common metabolic bone diseases which help one learn about normal bone.
Identify the role of the health care provider in decreasing blood loss at delivery.
Describe the mechanism of action for the drugs that are frequently used in the treatment of seizures.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
At the completion of this problem, students should be able to define sepsis and describe the pathophysiology of septic shock. They should be able to identify the diagnostic work up and management of someone with sepsis and articulate the process of antimicrobial selection in such cases.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Upon completion of this problem, students will demonstrate an understanding of the physiology and pathophysiology of gastric acid secretion. The factors that support and disrupt gastroduodenal mucosal integrity should be identified and explained.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will understand the anatomy and biomechanics of the knee, and explore the mechanisms and pathology of lesions affecting the components.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis including ethical issues with social issues and chronic drug use.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students will be able to describe the fundamentals of the concept of psychosis and will have begun to explore psychotic disorders.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students will be able to describe the anatomy and physiology of the biliary system and outline the pathophysiology of stone formation in various organs.
Upon completion of this problem, the students will be able to describe delirium and altered states of consciousness.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, the student should be able to define the terms “primary, secondary, and tertiary prevention” as they relate to cancer. Students should be able to describe the characteristics of an effective population screening program and the mechanisms by which screening can reduce the burden of cancer.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students will be able to describe the regulation and function of the hypothalamic-pituitary-adrenal axis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students will understand vitamin D physiology, consequences of deficiency, and osteomalacia.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students should be able to describe cancer-directed and non-cancer-directed treatments in the management of metastatic cancer. Students should be able to explain the need for urgent treatment in some instances of incurable cancer.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Hepatobiliary system
Understand the two major physiological functions of the hepatobiliary system. Secretory and excretory functions of the liver. Control of energy metabolic function of liver. Examine measures of hepatobiliary function and dysfunction. Review examples of hepatobiliary disease.
Active Large Group Session: Inflammatory Arthritis
Active Large Group Session: Introduction to ABGs
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Active Large Group Session: Personality Disorders
Active Large Group Session: Substance Use Disorders
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): Endocrine: Hypercalcemia (Archived)
A. Calcium Homeostasis 1. Organs involved (bone, gut, kidney) 2. Hormonal regulation (PTH, vitamin D, OPG, calcitonin, PTHrP) B. Hypercalcemia 1. Approach to differential diagnosis through serum PTH level 2. Management C. Hyperparathyroidism 1. Biochemical diagnosis 2. Preoperative localization: value of sestamibi scanning D. PTHrP (parathyroid hormone related peptide) 1. Normal physiological role 2. Associated with paraneoplastic malignancy E. Examination of the spleen 1. Castelle’s sign. Imaging of Hyperparathyroidism.
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Clinical Pathology Conferences (CPC): Head, Neck and ENT Malignancy (Archived)
Introduce head and neck cancer. Illustrate using a clinical presentation with pathological correlation. Develop an approach to patients with head and neck symptoms.
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Acne and Rosacea (Archived)
Pathophysiology of acne. Patient history. Psychosocial impact of acne. Grade severity of acne and acne scarring; Select therapy. Evaluate risks. Skin. Derm day.
Large Group Session: Aphasia
Connections between Wernicke's and Broca's areas, mediating expression of language utterances in speech. Broca's area and the primary motor area. Primary auditory perception and Wernicke's area. Connection between vision and Wernicke's area, mediating reading ability. Somatosensory perception (tactile, pain, cold/hot, position sense) and Wernicke's area. Key aspects to aphasia: Lesion, insult in the dominant hemisphere; Impaired naming; Is repetition impaired? Is comprehension impaired? Is reading and writing impaired?
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Drug Interactions (Archived)
The objectives of this session are to: Appreciate that drug-drug interactions are innumerable and can occur frequently in clinical practice. Understand some of the mechanisms by which drug-drug interactions occur. Understand how drug-drug interactions can be prevented.
Large Group Session: Health Anxiety and MUSS (Archived)
Somatoform Disorders: Models, Mechanisms, Management. Review terminology ? somatization, somatoform disorder, medically unexplained symptoms, health anxiety, functional presentations, etc. To present various theoretical models and mechanisms that explain these presentations. Focus on health anxiety. Case presentation highlighting features of health anxiety. Introduction to principles of management in clinical practice.
Large Group Session: Intro to Neurology subunit and Intro to Neurosciences
How much Neuro do you need to know? What do residency program directors expect? Weekly themes: Week 1:Muscle, NMJ, Nerve. Week 2: spinal cord, brainstem. Week 3: Basal Ganglia, Limbic system. Week 4: Cerebral cortex. Muscle. Localization. Neuromuscular junction. Nerve. Resting potential. Post-synaptic potentials. Anterior horn. Central vs. peripheral nervous system. Spinal cord. Brainstem. Cerebellum. Limbic system. Basal Ganglia. Cerebral cortex.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Management of Nausea and Nutrition in Palliative Care (Archived)
At the end of this session, students will be able to: Identify common causes of nausea in the palliative care population. Identify some methods of treating nausea based on cause. Identify questions to ask to see if artificial nutrition would be worthwhile for a patient.
Large Group Session: Neuro Toolbox - Muscle/nerve histology, physiology and EMG-NCS
Muscle and nerve neuropathology basics. Clinical examination. Muscle enzymes CPK. Electrophysiology EMG. Muscle biopsy. Type 1 and 2 muscle fibers. Muscular Dystrophies. Inflammatory Myopathies. Congenital myopathies. Metabolic muscle disease. Mitochondrial disease. Peripheral nerve and motor unit. Electromyogram (EMG) and Nerve Conduction Studies (NCS).
Large Group Session: Neuro Toolbox - Neurogenetics (Archived)
Genomic imprinting. Uniparental disomy. Prader-Willi Syndrome. Angelman Syndrome. Epigenetics. Nucleotide Repeat disorders. Trinucleotide Repeat disorders. Fragile X syndrome. Common characteristics of repeat disorders.
Large Group Session: Obstetrical Emergencies
Shoulder Dystocia. Post Partum Hemorrhage. Cord Prolapse.
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Pediatric and Adult Obesity (Archived)
Describe the application of the Law of Thermodynamics to obesity causation and treatment. Describe appetite control mechanisms. Discuss the determinants of obesity. Discuss the prevalence of obesity and related adverse health outcomes in adults and children. Introduce the principles of obesity management in adults and youth.
Large Group Session: Skin Manifestations of Autoimmune Diseases (Archived)
Diseases that result from recognition of auto antigens by one’s own immune system are called autoimmune diseases. Cutaneous Lupus Erythematosus. Approach to patients with Lupus skin manifestations. Derm day.
Large Group Session: Somatic Symptom Disorder (Archived)
Chronic physical complaints which suggest a medical condition. Cannot (yet) be understood or explained in terms of an underlying organic pathology. Not intentionally produced. Disabling. Somatization disorder. Hypochondriasis. Conversion disorder. Body dysmorphic disorder. Pain disorder. Factitious disorder / Munchausen's Syndrome.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: The Assessment Process in Child and Adolescent Psychiatry (Archived)
What is a child psychiatric disorder? The classification scheme of the most common child psychiatric disorders. The etiology, prevalence, outcome, and treatment of the most common disorders. The relationship between child and adult psychiatric illness.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: Fetal Bradicardia
Simulations: General Anesthesia
Simulations: Intrapartum Care
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Postpartum Hemorrhage
Simulations: Shoulder Dystocia
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Albert Johnson IF Host Defence and Neoplasia
Mr. Johnson is a previously fit, retired 70-year old Afro-Canadian gentleman. His son and daughter-in-law live several hundred miles away in another city and maintain contact with him by telephone. They return home on a Friday evening to surprise him for his birthday and find his apartment in disarray and Mr. Johnson in bed, in too much pain to move. He seems unable to stand independently, though it is hard to tell if this is a result of his overall weakness, or the pain. They call an ambulance and he is taken to the Emergency Department of the local community hospital.
Tutorial: Allyson Purdon MF4 Neoplasia (Archived)
Allyson is a 39 year old advertising executive who comes to your clinic complaining of a 'mole' which has been present for several years, but recently has been growing in size and becoming darker over the past 3 months. She is worried that it might be cancer.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Binh Hau MF4 Brain and Behaviour
Mr. Hau is a 56-year-old male, married with two teenaged children. He is employed as a pharmacist and his wife is a receptionist in a dental office. He has no formal psychiatric history. About three months ago, Binh's personality began to change in subtle ways. Previously an optimistic, outgoing individual, he gradually became serious, irritable and socially withdrawn. His family noticed that he was sleeping poorly, sometimes pacing the house all night. At times he was observed mumbling to himself as if he were conversing with someone who wasn't there. His family grew increasingly concerned.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Daniel Gatto MF4 MSK
Daniel Gatto is a 41-year-old stockbroker. Once a top level soccer player, he now plays the game only over weekends, though he is sometimes able to get out for his club's midweek practice session. He enters your walk-in clinic on a Tuesday morning, limping slightly and reporting that he has been having increasing problems with his right knee over the past month. The knee has been intermittently painful and has seemed swollen from time to time. He has also been concerned about what he describes as "a feeling of weakness" of the knee, as though it was about to "give way"
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Diane Bainbridge MF4 MSK
Diane Bainbridge, a 32 year old woman, complains of fatigue and weakness, lower back, and hip pain which she describes as a gnawing ache. She has noticed that this has become progressively worse over the past few months and she finds that getting up from a chair is difficult. She has noticed that her gait has changed. She has known celiac disease and has had associated weight loss and intermittent diarrhea
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Emily Bradstone MF3 Endocrinology
A 55 year old female, Emily Bradstone, is seen by a hematologist for easy bruising. No hematological problem was found. An internist also saw the patient. There has been a one-year history of easy bruising, weight gain, worsening of diabetes, difficulty climbing stairs and edema of the ankles
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Mei Wang MF3 Reproduction
Mei Wang, a 24-year-old fitness instructor, stopped taking the oral contraceptive pill (OCP) 12 months ago, in order to conceive. She has remained amenorrheic since then. Mei's puberty was appropriate in terms of timing and secondary sexual development. However, she has always had infrequent and at times extremely heavy menstrual bleeding. As a teenager, she was prescribed the OCP to regulate her periods. She has been on the OCP ever since.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Nick DeMarco MF3 Gastroenterology and Nutrition
Nick DeMarco is a 51 year old physical education teacher at a local elementary school. He has noticed increasing fatigue with exertion and complains about feeling exhausted at the end of the school day. He explains that he has been experiencing epigastric discomfort after eating and he has tried taking Advil for pain relief. He states the pain and regurgitation wakes him up at night. He reports that he is usually able to get back to sleep after taking antacids and a glass of milk.
Tutorial: Philip Cheung MF3 Gastroenterology and Nutrition
Mr. Cheung presents to the emergency department with a 2 day history of worsening pain in the right upper quadrant of his abdomen. He had been in the ER last year with pain in his right flank, but while that pain was colicky in nature, he currently describes a more constant pain. The right flank pain a year ago was accompanied by hematuria and he ended up passing a kidney stone. Currently, he has felt nauseated but has not vomited and he has been anorexic for over 24 hours. He finally came to ER after developing some fevers and chills.
Tutorial: Philippe LaCologne Part 1 MF4 Neoplasia (Archived)
Mr. Lacologne is a 38 year old man from the Eastern townships of Quebec. Within the past year his brother died from colon cancer (age of diagnosis and death: 42), as did his father nearly twenty years earlier in his 60s. He saw his GP, and because of his anxiety of cancer was referred for consideration of a screening colonoscopy. He was seen 4 months later by a gastroenterologist; history and physical exam was unremarkable. Colonoscopy was performed 1 month later, and a mass was seen at the hepatic flexure. Biopsies confirmed adenocarcinoma. Subsequently, the surgeon ordered a staging CT of the chest/abdomen/pelvis, which was negative for metastatic disease, and planned to take him 3 weeks later to the OR for a laparoscopic right hemicolectomy. He was out of hospital in 3 days, returned to the surgeon weeks later and was told “I got everything”.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Tammy Polk MF5 Brain and Behaviour
Mrs. Tammy Polk is very difficult to interview. She is an extremely vague and difficult historian. Her family tell you that she was diagnosed with breast cancer 5 years ago and had a mastectomy at that time. Her husband died 6 months ago and she has never really recovered. Over the past week, the family have been worried that she is "developing Alzheimer's" because of memory problems and agitation. Past psychiatric history is notable for mild depression, treated with paroxetine 20mg daily, and sleep difficulties that are chronic and date back to her days as an alcoholic. One month ago, she was started on 50 mg of quetiapine at bedtime for sleep by her family doctor. Two weeks ago, she was given Oxybutinin (Ditropan) to help with some urinary incontinence, with good effect on her bladder problem. She is admitted to hospital for further medical work-up. The 1 pm nursing note reads: "quiet, resting comfortably, oriented x 3." The results of CBC, serum electrolytes and urinalysis are pending. The medical resident calls for psychiatric consultation at 4:05 pm because the patient has become agitated and has voiced suicidal ideation. The consult note reads: "medically cleared, please transfer to psychiatry for treatment of emotional instability and psychotic depression." The psychiatric resident arrives at 5 pm and finds that the patient is visually hallucinating and disoriented.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Vivian Patel MF3 Gastroenterology and Nutrition
Vivian Patel is a 35-year-old computer programmer who presents to the ER with a 10- hour history of profuse vomiting, watery non-bloody diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. She was first seen by the triage nurse, who noted that she was febrile with a temperature of 38.6 C. Given her presentation, the nurse decided that she should be isolated with "enteric precautions” and she was subsequently seen by the ER physician. Vivian is an otherwise healthy woman with no known medical problems and only takes a multivitamin daily. The day prior to her presentation with these symptoms, she had attended her 5-year-old niece's birthday party. She cannot recall any sick contacts, although is unsure if anyone else from the party has developed similar symptoms. Additionally, she had recently returned from a trip to India 5 days ago. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Clerkship Multiple Choice Question Exam: EM Medical Expert (presenting problem)
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Clerkship Multiple Choice Question Exam: EM Medical Expert (technical skills interpretation)
Demonstrate competency in performing the following interpretive skills
Direct Observation Tool: Formulate, communicate and implement management plans
e-Learning Module Completion: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement
Simulation Completion: Fetal Bradicardia
Fetal bradicardia simulation.
Simulation Completion: Intrapartum Care
In a simulation initially assess a labouring patient, manage a normal delivery and provide immediate postpartum care of the mother.
Simulation Completion: Postpartum Hemorrhage
Postpartum Hemorrhage (PPH) simulation.
Simulation Completion: Shoulder Dystocia
Shoulder dystocia simulation.

1.6 Perform or assist with medical, diagnostic, and surgical procedures considered essential for the area of practice.

Activity Objectives
Describe the inflammatory cascade.
Compare and contrast clinical presentations of rheumatoid arthritis, seronegative spondyloarthropathy, and connective tissue diseases.
Explain how pharmacological therapy functions to suppress inflammation at various parts of the immune response cascade.
Explain how inflammatory conditions have a significant impact on the quality of life of patients affected.
Clerkship Objectives
Thoracentesis
Provide a patent airway in an unconscious, adult patient, with or without the use of an airway device (oral or nasal airway), with minimal or no assistance.
Prepare the equipment and supplies needed to insert an intravenous in an adult patient.
Demonstrate competency in performing the following procedural skills (including indications, contraindications):
Suturing simple laceration
Cryotherapy, i.e. of warts or other suitably treated benign skin lesion
Relate the significance of the various component examinations: observation, auscultation, percussion, palpation as they apply to common abdominal pathologic processes. Examples: distention, visible peristalsis, high pitched or absent bowel sounds, tympany, mass, localized vs. generalized guarding and/or rebound tenderness.
Describe the causes, diagnosis, and treatment of spontaneous pneumothorax.
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
Demonstrate the ability to rapidly recognize and initiate basic management of acute life- or limb-threatening illness or injury
To perform a complete obstetrical physical examination.
Position and immobilise patient for certain physical exam skills
Management of unstable patient
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Deepen their understanding of Informed Consent and Disclosure of Adverse Events.
Arterial blood gas
Abdominal paracentesis
Calculate appropriate endotracheal tube size for pediatric patients.
Demonstrate adequate ventilation using the bag-mask valve technique with minimal assistance in the unconscious, adult patient.
Insert an intravenous in a conscious or unconscious adult patient or appropriate simulation device with minimal assistance. Demonstrate ability to determine the proper function of the intravenous line.
Injections: subcutaneous, intradermal, intramuscular and intravenous
Demonstrate the components of a complete abdominal examination including rectal, genital and pelvic examinations.
Mood Disorders (including in post-partum, seasonal, GMC)
Perform wound cleansing and simple dressing.
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
To perform a complete gynecologic examination.
Measure and interpret height, weight, head circumference (including plotting on growth curve and calculation of body mass index)
Code blue
EKG
Prepare airway management equipment: laryngoscope, suction, styletted endotracheal tube, laryngeal mask airway.
Replace crystalloid solutions demonstrating sterile techniques and ability to maintain line without air.
Local anesthetic infiltration
Pap test
The student will understand the principles and techniques of antisepsis in the operating room.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Special diagnostic/Interventional techniques: upper endoscopy, procto-sigmoidoscopy, colonoscopy, laparoscopy.
Anxiety Disorders
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Measure and interpret vital signs
Central line insertion
IV insertion
Pulse oximetry
NG (Nasogastric) insertion
Position the unconscious, adult patient or appropriate simulation device for insertion of an LMA or for performance of laryngoscopy with minimal assistance.
Perform basic airway maneuvers (head tilt, chin lift, jaw thrust, oral/nasal airway insertion, BMV)
Pelvic exam
The student will be able to explain the techniques of joint aspiration and joint injections.
Discuss the role of: Observation; Tube thoracostomy; Chemical sclerosis; Surgical management of this condition (pneumothorax).
Personality Disorders
To perform a physical examination on a labouring patient.
Palpate for fontanelles and suture lines
Bone marrow aspiration
BP with manual cuff
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Venipuncture
Place appropriate monitoring devices prior to induction of anesthesia (EKG, NIBP, SpO2)
Insert an LMA with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety during insertion. Assess appropriate positioning of the device.
Place patient on oxygen (nasal prongs, non rebreather mask)
Ear syringing
Describe the risk factors, diagnosis and management of epistaxis. Describe the indications and techniques for nasal packing.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Perform red reflex and cover-uncover test
Bronchoscopy
Lumbar puncture
Perform laryngoscopy and endotracheal intubation with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety. Assess appropriate positioning of endotracheal tube.
Sexually transmitted infections sampling.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
12 lead EKG (15 lead optional)
To perform a physical examination on a gynaecological patient presenting for emergency care.
Demonstrate competence with the following paediatric physical examination skills in addition to general physical examination skills:
Perform otoscopy
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Demonstrate appropriate use of the anesthetic circuit and ventilator with minimal assistance.
Cardiac monitor lead placement and the use of a cardiac defibrillator for pacing / cardioversion / defibrillation.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
To develop an understanding of surgical principles as they relate to gynaecologic procedures.
Inspect for dysmorphic features
Ability to perform basic procedures
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Peripheral IV start
Which patients (with hemothorax) need an operation?
Somatoform disorders
To develop the skills to perform an appropriate sexual health history procedures.
To demonstrate proficiency in knot tying, suturing and postpartum perineal repair.
Elicit primitive reflexes
Joint aspiration
Foley catheter
Apply an extremity plaster splint
Medical Psychiatry
Perform infant hip examination
Cardiac telemetry
Procedural Skills: Level 1) understand: indications, process, and complications (including how to explain to a patient in order to obtain consent). Need to observe during rotation OR watch video of procedure. Level 2) must assist with OR observe directly (but not expected to perform independently). Level 3) perform proper technique independently under supervision including: addressing patient’s concerns during and after the procedure, and maximizing patient comfort during the procedure
Place patient on pulse oximeter
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Assess the lumbosacral spine for abnormalities
CPR (Cardiopulmonary resuscitation)
Other: Impulse control disorders, Factitious Disorder and Malingering
Assess for scoliosis
Amnestic and Dissociative disorders
Palpate femoral pulses
Demonstrate an approach to airway management including predictors of difficult airway and use of airway adjuncts and prioritization of airway interventions.
Examine external genitalia
Assess for sexual maturity rating (Tanner staging)
To explain intrapartum surveillance techniques and their interpretation.
To demonstrate skills required to assist at gynaecologic surgery.
Essential Clinical Experience
12 Lead EKG (15 Lead optional)
Antenatal examination
Apply routine anesthetic monitors
Arterial line or Arterial blood gas
Assessment of capacity to consent to treatment
Basic airway manoeuvre
Bag-mask ventilation, unconscious adult
Blood pressure, Pediatric (Appropriate cuff size used)
Calculate drug dose (by body weight)
Cardiac monitor lead placement
Cesarean section
Closed reduction of fracture or dislocation
Closure of wound (skin)
CPR
Emergency gynecologic assessment
Endotracheal tube, insert
Epipen techniques
Fundoscopy
Gynecological surgery
Gynecologic examination
Hematoma block
Injections (i.e. subcutaneous, intradermal, etc)
Intra-partum cervical examination
Intrapartum fetal health surveillance
IV start, Peripheral
Joint aspiration or injection
Laryngeal mask airway, Insert
Laryngoscopy
Local anesthetic infiltration
Nasogastric tube, Insert
OR sterile technique/Assisting
Otoscopy
Pap test
Pelvic examination, complete
Place patient on oxygen
Place patient on pulse oximeter
Plot correctly on growth chart
Pre-anesthetic airway exam
Pre-anesthetic history on ASA I or II patient
Pre-operative Surgical Safety checklist
Rectal Exam
Risk assessment (of suicide/aggression)
Spinal anesthesia or lumbar puncture
Splint/Cast extremity
Suture removal
Urinary catheter, Insert
Vaginal delivery (normal)
Venipuncture
Wound cleansing / dressing
Write pediatric IV and/or Po fluid orders
General Objectives
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Describe maternal complications of pregnancy.
Identify the common physiologic changes which accompany the aging process, and how these changes may be associated with geriatric syndromes (such as cognitive impairment, gait/balance disturbance, falls/fracture, urinary incontinence, mood disturbance, and polypharmacy).
Theme 2: The inter-relationship of mental and physical processes
Explain the predisposing factors, initiation and management of pre-term labour.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Describe factors that adversely affect fetal growth and well-being.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Active Large Group Session: Inflammatory Arthritis
Active Large Group Session: Intro to Radiology
Active Large Group Session: Introduction to ABGs
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Practice Sessions: Clerkship Hands-On Practical Skills
Introduction to core clerkship hands-on skills. Stations are: Defib and EKG, IV, Airway, Pediatric emergencies, NG tube insertion, Foley insertion, Casting and splinting, Suturing
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Essential Clinical Experience: 12 Lead EKG (15 Lead optional)
Essential Clinical Experience: Antenatal examination
Essential Clinical Experience: Apply routine anesthetic monitors
Essential Clinical Experience: Arterial line or Arterial blood gas
Essential Clinical Experience: Assessment of capacity to consent to treatment
Essential Clinical Experience: Bag-mask ventilation, unconscious adult
Essential Clinical Experience: Basic airway manoeuvre
Essential Clinical Experience: Blood pressure, Pediatric (Appropriate cuff size used)
Essential Clinical Experience: Calculate drug dose (by body weight)
Essential Clinical Experience: Cardiac monitor lead placement
Essential Clinical Experience: Cesarean section, assist (2nd assist)
Essential Clinical Experience: Closed reduction of fracture or dislocation
Essential Clinical Experience: Closure of wound (skin)
Essential Clinical Experience: CPR
Essential Clinical Experience: Emergency gynecologic assessment
Essential Clinical Experience: Endotracheal tube, insert
Essential Clinical Experience: Epipen techniques
Essential Clinical Experience: Fundoscopy
Essential Clinical Experience: Gynecologic examination
Essential Clinical Experience: Gynecological surgery
Essential Clinical Experience: Hematoma block
Essential Clinical Experience: Injections (i.e. subcutaneous, intradermal, etc)
Essential Clinical Experience: Intra-partum cervical examination
Essential Clinical Experience: IV start, Peripheral
Essential Clinical Experience: Joint aspiration or injection
Essential Clinical Experience: Laryngeal mask airway, Insert
Essential Clinical Experience: Laryngoscopy
Essential Clinical Experience: Local anesthetic infiltration
Essential Clinical Experience: Nasogastric tube, Insert
Essential Clinical Experience: OR sterile technique/Assisting
Essential Clinical Experience: Otoscopy
Essential Clinical Experience: Pap test
Essential Clinical Experience: Pelvic examination, complete
Essential Clinical Experience: Place patient on oxygen
Essential Clinical Experience: Place patient on pulse oximeter
Essential Clinical Experience: Plot correctly on growth chart
Essential Clinical Experience: Pre-anesthetic airway exam
Essential Clinical Experience: Pre-anesthetic history on ASA I or II patient
Essential Clinical Experience: Pre-operative Surgical Safety checklist
Essential Clinical Experience: Rectal Exam
Essential Clinical Experience: Risk assessment (of suicide/aggression)
Essential Clinical Experience: Spinal anesthesia or lumbar puncture
Essential Clinical Experience: Splint/Cast extremity
Essential Clinical Experience: Suture removal
Essential Clinical Experience: Urinary catheter, Insert
Essential Clinical Experience: Vaginal delivery (normal)
Essential Clinical Experience: Venipuncture
Essential Clinical Experience: Wound cleansing / dressing
Essential Clinical Experience: Write pediatric IV and/or Po fluid orders
Large Group Session: Knot tying and Perineal Trauma
To review wound healing. Provide basic information on commonly used suture materials. Review general principles of wound closure. Provide a general overview of basic surgical knot tying and suturing.
Large Group Session: Obstetrical Emergencies
Shoulder Dystocia. Post Partum Hemorrhage. Cord Prolapse.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Abdominal paracentesis
Simulations: Airway Management
Simulations: Airway workshop
Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.
Simulations: Anesthetic Practice
Simulations: Arterial blood gas
Simulations: Cardiac Arrest Workshop
Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.
Simulations: EKG
Simulations: Examination
Simulations: General Anesthesia
Simulations: Lumbar puncture
Simulations: NG (Nasogastric) insertion
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Pap Smear and Cultures
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Suture workshop
Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.
Simulations: Thoracentesis
Simulations: Venipuncture
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Direct Observation Tool: Perform general procedures of a physician
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Family Medicine Procedures/physical examination skills
Logbook/Portfolio: Labour and delivery
Must be completed by 2 colleagues on labour and delivery rotation.  1 L&D Assessment must be completed by chief resident, 1 by a faculty member other than your preceptor.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement
Simulation Completion: Abdominal paracentesis
Simulation Completion: Airway workshop
Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.
Simulation Completion: Arterial blood gas
Simulation Completion: Cardiac Arrest workshop
Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.
Simulation Completion: EKG
Simulation Completion: Examination
Complete pelvic examination simulation.
Simulation Completion: Lumbar puncture
Simulation Completion: NG (Nasogastric) insertion
Simulation Completion: Pap Smear and Cultures
Perform a pap smear to obtain specimens to detect STDs.
Simulation Completion: Suture workshop
Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.
Simulation Completion: Thoracentesis
Simulation Completion: Venipuncture

1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making

Activity Objectives
Describe components of the patients’ decision process of initiating dialysis.
Clerkship Objectives
Breast feeding support
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Write prescriptions accurately (under supervision).
Contraception counseling
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Domestic abuse / family violence
Demonstrate a basic systematic, prioritized approach to resuscitation and stabilization of emergencies.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
Demonstrate a patient-centred and family-centred approach to communication which requires involving the family and patient in shared decision making, and involves gathering information about the patients’ and families’ beliefs, concerns, expectations and illness experience.
Lifestyle counseling (exercise, dietary, etc.)
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
The student will be able to explain the techniques of joint aspiration and joint injections.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Sexual health counseling
Discuss the short and long term complications associated with surgical removal of the spleen.
Smoking cessation
Learn how to interact with, counsel and educate patients and their families to empower them to participate in their care and enable shared decision making.
Understand responsibility associated with ordering investigations including: resource stewardship and high value care, awareness of range of normal, responsibility to follow-up and review results.
Assess a patient’s competence to make decisions regarding therapy.
Substance abuse
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Undertake discharge planning including arranging and communicating follow-up plans.
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Assess sleep history and provide counselling.
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Recommend medication management, monitoring and counselling, including: Classes of psychiatric medications and their indications. Medication counselling: indications, choice, side effects, etc. Pre-medication work-up. Medication monitoring and work-up. Side effects (blood tests and physical e.g. AIMS). Metabolic syndromes and monitoring. Special populations (pediatric, geriatric, pregnancy). Acute syndromes/reactions (NMS, dystonia, serotonin syndrome, toxicity).
Demonstrate psychoeducation skills with respect to diagnoses, medications, prognosis, family education.
To recognize the principles and practice of prenatal diagnosis.
To explain the benefits and approach to breastfeeding.
To describe the approach to the management of patients presenting with a history of domestic violence.
General Objectives
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Develop a basic approach to low back pain and explain its common causes and its investigation and management.
Investigation of the role of nutrition in disease prevention and treatment, students should explore the role of specific roles of bioactive nutrient and non-nutrient compounds and the potential for gene-nutrient interactions.
Search for and organize essential and accurate research evidence.
Describe the major drug classes used to treat psychotic disorders, their mechanism of action, indications, and adverse effects.
A basic understanding of the upper intake levels of nutrients to prevent adverse health effects.
Discuss common developmental abnormalities of the musculoskeletal system in a child.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Differentiate between inflammatory and mechanical back pain.
Describe how these disorders (developmental abnormalities of the musculoskeletal system) may affect the child through all stages of life.
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Describe fractures in children and contrast these to fractures in adults.
Describe the role of diet in the pathophysiology of disease and the therapeutic benefits of specific nutrients and dietary practices.
Describe the role of infection control in preventing the acquisition and spread of infectious diseases.
Explore the role and safety of dietary supplements, and the application and regulation of health claims on food and supplement labels in relation to specific diseases.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Describe the principles of pain and symptom management in cancer.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe less common metabolic bone diseases which help one learn about normal bone.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students will be able to describe the concept of normal and abnormal childhood behaviour.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this case, students will be able to describe gout.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Occupational Medicine
Active Large Group Session: Substance Use Disorders
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mutation Patterns and Genetic Counselling (Archived)
Understand the basic concepts of genetic counselling: Referral; Non-directive counselling; Informed consent; Ethical issues; Advantages; Disadvantages. Understand the basic concepts of pedigree analysis. Know the basic pedigree analysis symbols. Be able to construct a pedigree based on provided family history. Calculate basic risk assessments. Advantages of using a pedigree analysis. Disadvantages of using a pedigree analysis
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Prenatal Diagnosis and Screening
To assess genetic risk factors in the family history; when to refer a patient for genetic counselling. To understand age related risks for fetal aneuploidy. To review current standards of practice for Prenatal Screening and Diagnostic testing for fetal aneuploidy. To learn about the evolving landscape of Prenatal Screening in light of new technologies. To be aware of the underlying theme of empowering informed decision making for all women.
Large Group Session: The Assessment Process in Child and Adolescent Psychiatry (Archived)
What is a child psychiatric disorder? The classification scheme of the most common child psychiatric disorders. The etiology, prevalence, outcome, and treatment of the most common disorders. The relationship between child and adult psychiatric illness.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Standardized Patients: Goals of Care
This Goals of Care simulation session has been developed to provide students an opportunity to hone their skills in conducting effective GoC discussions. It will provide you with a chance to practice your skills with Standardized Patients, and to receive feedback and suggestions from skilled clinicians in a constructive way.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Awat Khali MF3 Endocrinology
Awat Khali, a 3.2 kg female infant, is born to a 28 year old mother at 41 weeks gestation. The family is Muslim and has recently immigrated from the Kurdish region of Turkey. Her parents are first cousins. Each parent has numerous brothers and sisters and most have already had children. Everybody is reported as healthy and well. At delivery the child is noted to have atypical genital development. The clitoris is prominent, length being approximately 1.5 cm. There is posterior fusion of the labia.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Mei Wang MF3 Reproduction
Mei Wang, a 24-year-old fitness instructor, stopped taking the oral contraceptive pill (OCP) 12 months ago, in order to conceive. She has remained amenorrheic since then. Mei's puberty was appropriate in terms of timing and secondary sexual development. However, she has always had infrequent and at times extremely heavy menstrual bleeding. As a teenager, she was prescribed the OCP to regulate her periods. She has been on the OCP ever since.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Skylar and Siobhan Aidan MF4 Brain and Behaviour
Today, Siobhan came in sobbing, dragging a reluctant 8-year-old Skylar behind her. She wailed, "He's turning out just like his Dad. Before you know it he'll be in jail for assault, I'm scared of both of them." Siobhan explains that Skylar punched a boy in the face today and was suspended for 3 days. Evidently, there have been numerous incidents at school where the Grade 3 teacher claimed Skylar was the aggressor. This implied information about Skylar 's father was news to you and you suspect that there was more going on in the home than Siobhan had shared with you in the past. You wonder how to approach Siobhan about this.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Direct Observation Tool: Educate patients on disease management, health promotion and preventive medicine
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes

Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Psychotic Disorders
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Referral to a specialist
Knowledge of indications for referral to psychiatry.
Mood Disorders (including in post-partum, seasonal, GMC)
Anxiety Disorders
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
The student will be able to explain the techniques of joint aspiration and joint injections.
Personality Disorders
Provide clear discharge instructions for patients, including return to care instructions and ensure appropriate follow-up care.
Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:
Develop management plans that demonstrate due attention to discharge planning, and recognition of key community resources to support the family once out of hospital.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Monitor for response to therapy including compliance and potential adverse effects.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
Referral to other specialists when appropriate.
Referral to other specialists when appropriate.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Demonstrate effective oral and written communication skills in documenting clinical encounters, making oral case presentations, prescription writing and making referrals to other care providers through clear, concise, efficient communication strategies.
Understand responsibility associated with ordering investigations including: resource stewardship and high value care, awareness of range of normal, responsibility to follow-up and review results.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes.
Somatoform disorders
Undertake discharge planning including arranging and communicating follow-up plans.
Medical Psychiatry
To identify and demonstrate the management of abnormal labour.
Trauma- and stressor-related disorders
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
Other: Impulse control disorders, Factitious Disorder and Malingering
Amnestic and Dissociative disorders
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
General Objectives
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Theme 2: The inter-relationship of mental and physical processes
Explain the importance of ruling out medical and substance-related causes of psychiatric symptoms.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Describe how these disorders (developmental abnormalities of the musculoskeletal system) may affect the child through all stages of life.
Demonstrate how to develop with patients, families, and other professionals a common understanding on issues and a shared plan of care, as defined by the Kalamazoo Consensus Statements. (CanMEDS 2015).
Explain how mechanical abnormalities affect function.
Discuss rheumatic disorders, including vascultis and myopathies, that present with overlapping neurological symptoms.
Demonstrate how to communicate orally, in written form, and via information databases when collaborating as a member of a multidisciplinary healthcare team on the health of a patient.
Describe fractures in children and contrast these to fractures in adults.
Discuss degenerative musculoskeletal diseases.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Describe the principles of pain and symptom management in cancer.
Addiction.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Review the role of allied musculoskeletal health professionals.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this case, students will be able to describe gout.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: End-of-Life Care
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Essential Clinical Experience: Participate in the development of a discharge plan for a hospitalized patient.
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Mutation Patterns and Genetic Counselling (Archived)
Understand the basic concepts of genetic counselling: Referral; Non-directive counselling; Informed consent; Ethical issues; Advantages; Disadvantages. Understand the basic concepts of pedigree analysis. Know the basic pedigree analysis symbols. Be able to construct a pedigree based on provided family history. Calculate basic risk assessments. Advantages of using a pedigree analysis. Disadvantages of using a pedigree analysis
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Direct Observation Tool: Provide and receive the handover in transitions of care
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health

Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Indications for and methods of screening for colorectal carcinoma.
To perform a complete obstetrical physical examination.
Preventative health care female
To perform a complete gynecologic examination.
Preventative health care male
Use of surveillance endoscopy in ulcerative colitis.
Discuss the various causes of respiratory distress and respiratory insufficiency that may occur in the postoperative patient. For each complication, describe the etiology, clinical presentation, management, and methods of prevention: atelectasis; pneumonia; aspiration; pulmonary edema; pulmonary embolism (including deep venous thrombosis); fat embolism.
The student will understand the principles and techniques of antisepsis in the operating room.
Well baby / Well child
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Appreciate the challenges in addressing complex, diverse patient care issues longitudinally.
Provide clear discharge instructions for patients, including return to care instructions and ensure appropriate follow-up care.
The student will be able to explain the techniques of joint aspiration and joint injections.
Assess for risk of iatrogenic complications (including increased risk among the elderly).
Appreciate the nature of some of the specific challenges in the provision of primary care to patients, such as addressing undifferentiated illness, chronic illnesses and preventive care issues.
To perform a physical examination on a labouring patient.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the possibility for chronic pain requiring social and psychological support.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Discuss the rationale for management with specific emphasis on: Staging of breast CA; The role of incision and drainage and antibiotics in breast abscess treatment; Current recommendations for screening mammography.
To perform a physical examination on a gynaecological patient presenting for emergency care.
Describe factors which can lead to abnormal bleeding postoperatively, and discuss its prevention and management: Surgical site - inherited and acquired factor deficiencies; DIC; transfusion reactions; operative technique; gastroduodenal (i.e. stress ulcerations)
Discuss the relationship (of benign and malignant skin lesions) to solar irradiation, ethnicity, previous tissue injury, and immunosuppression.
To develop the skills to perform an appropriate sexual health history procedures.
Learn about the different health care services available to patients in order to provide patients and their families, optimal health care services as well as services aimed at preventing health problems and maintaining health.
To identify and demonstrate the management of abnormal labour.
Assess sleep history and provide counselling.
Recommend medication management, monitoring and counselling, including: Classes of psychiatric medications and their indications. Medication counselling: indications, choice, side effects, etc. Pre-medication work-up. Medication monitoring and work-up. Side effects (blood tests and physical e.g. AIMS). Metabolic syndromes and monitoring. Special populations (pediatric, geriatric, pregnancy). Acute syndromes/reactions (NMS, dystonia, serotonin syndrome, toxicity).
Demonstrate psychoeducation skills with respect to diagnoses, medications, prognosis, family education.
To describe the approach to the management of patients presenting with a history of domestic violence.
General Objectives
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Investigation of the role of nutrition in disease prevention and treatment, students should explore the role of specific roles of bioactive nutrient and non-nutrient compounds and the potential for gene-nutrient interactions.
Search for and organize essential and accurate research evidence.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to describe the concept and importance of normal parent-child attachment.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, the student should be able to define the terms “primary, secondary, and tertiary prevention” as they relate to cancer. Students should be able to describe the characteristics of an effective population screening program and the mechanisms by which screening can reduce the burden of cancer.
Upon completion of this problem, students should be able to outline the anatomic structure and function of the colon (large intestine). Students will also be able to discuss the pathogenesis of gastroenteritis and the public health approaches to its control.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Occupational Medicine
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
e-Learning Module: CLIPP Cases: Preventative Care and Health Maintenance
Computer simulated pediatric cases will be used to supplement direct patient encounters. A series of 31 e-learning modules is made available to each student. Students are required to complete 15 cases by the end of the rotation.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Allyson Purdon MF4 Neoplasia (Archived)
Allyson is a 39 year old advertising executive who comes to your clinic complaining of a 'mole' which has been present for several years, but recently has been growing in size and becoming darker over the past 3 months. She is worried that it might be cancer.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Beau Chandler MF4 Brain and Behaviour
Beau is a 3-year-old boy, the youngest of three children. His father manages a local bank and his mother is a stay-at-home mom. He has two older sisters, Theresa age 7 and Gracie age 9. His parents are in their late 30s. Beau is the focus of the entire family's attention and the apple of everyone's eye. His sisters behave like 2 additional mothers, to the point that they anticipate his every need. His parents have even noted that his language development seemed slightly slower than his sisters' as he did not need to use language to have his needs met. He now speaks well but it just seemed to be slower than his sisters (who his mother described as early talkers). Beau's mother's pregnancy was unexpected but welcomed. The pregnancy was uneventful with no history of substance use. Beau was full term and the delivery was uneventful. Beau was a cute and cuddly infant. He breastfed well and developed predictable routines for both sleeping and feeding. He appears quite adaptable. For instance, when family visits other family or friends, Beau smiles, plays and amiably engages children and adults alike. He has even slept well at these homes if needed. He needed only his favourite blanket in those situations to assist him with settling down to sleep.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Vivian Patel MF3 Gastroenterology and Nutrition
Vivian Patel is a 35-year-old computer programmer who presents to the ER with a 10- hour history of profuse vomiting, watery non-bloody diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. She was first seen by the triage nurse, who noted that she was febrile with a temperature of 38.6 C. Given her presentation, the nurse decided that she should be isolated with "enteric precautions” and she was subsequently seen by the ER physician. Vivian is an otherwise healthy woman with no known medical problems and only takes a multivitamin daily. The day prior to her presentation with these symptoms, she had attended her 5-year-old niece's birthday party. She cannot recall any sick contacts, although is unsure if anyone else from the party has developed similar symptoms. Additionally, she had recently returned from a trip to India 5 days ago. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

1.99 Other Patient Care

Clerkship Objectives
Demonstrate an approach to the diagnosis and management of common patient problems that present to family physicians (see Essential Clinical Encounter presenting problems for Family Medicine).
Describe the anatomy relevant to epidural or spinal anesthetic techniques. Explain the role of regional anesthesia in modern anesthetic practice.
General Objectives
Define the concept of psychosis.
Define “developmental delay”.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
e-Learning Module: Airway Management
e-Learning Module: Oxygenation
e-Learning Module: Ventilation
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.
e-Learning Module Completion: Airway Management
e-Learning Module Completion: Oxygenation
e-Learning Module Completion: Principles of Pharmacology and General Anesthesia
e-Learning Module Completion: Ventilation

2. Knowledge for Practice: Demonstrate knowledge of biomedical, clinical, epidemiological and socio-behavioural sciences, and apply this knowledge to patient care.

2.1 Demonstrate an understanding of what knowledge is, the strengths and limitations of different ways of knowing, and how knowledge is created in historical, cultural and social contexts.

Clerkship Objectives
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
The student will differentiate physiologic from pathological growth.
An understanding of the broad scope of family medicine
Understand new history and physical examination techniques to formulate a differential diagnosis.
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
The student will recognize the importance of compound fractures and their management.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
Knowledge of the determinants of health and outcomes in mental illness (e.g. poverty, immigration, cultural factors).
Interpret the information provided and synthesize an appropriate basic management plan including:
To construct the approach to dealing with an ethical dilemma in Obstetrics and Gynaecology.
General Objectives
Genetic influences.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Describe the prevalence of chronic disease in Canada and factors which contribute to it.
Theme 2: The inter-relationship of mental and physical processes
Describe diagnosis and treatment considerations for common chronic diseases.
Search for and organize essential and accurate research evidence.
Describe and the relationship between serum creatinine and GFR.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Explain the concept of glomerular filtration rate and renal clearance of solutes, drugs and toxins.
Explain the principles surrounding newborn screening for inborn errors of metabolism.
Identify a patient centered approach to care for individuals with chronic illnesses.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Demonstrate active planning for the pursuit of knowledge and lifelong learning to maintain competency.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Assess the use of narrative in the process of meaning-making, both for patients and for clinicians.
Global Objectives
Explain the most common mechanism of arrhythmogenesis: re-entry
Identify aspects of the Medicine Wheel which are important to consider as part of Indigenous Health.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Approach to Library Resources
Accessing the library. Health Sciences Library. Library services. Resources for MF 1 and beyond.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
PC Session: Epistemology
This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: History of Medicine
Appreciate a historical perspective for understanding medicine and its relationship to technology, medical education, and the relationship of body to mind; Gain an understanding of how society has viewed and reacted to doctors and medical practice; Learn how medicine has intersected with the law to define the human being; Consider how different theories of the body have produced particular medical procedures, approaches to patients, criminal punishment, and medical ethics.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
Tutorial: Ali Khan IF Chronicity and Complexity
Ali is an 8-year-old boy who is a patient in the pediatric clinic. Ali’s parents have brought him to the clinic today because they are concerned about his ongoing vomiting. You briefly review Ali’s medical record to familiarize yourself with his medical issues: Past Medical History: Cerebral palsy, spastic quadriplegic GMFCS Level V; Severe intellectual disability; Microcephaly; Scoliosis; Visual impairment; Epilepsy; Gastroesophageal reflux disease.
Tutorial: Hannah Rosen Part 2 IF Chronicity and Complexity
Hannah Rosen is 18-year-old female who presents to the outpatient clinic after a frantic call to the receptionist earlier during the day. Hannah has been coming to the clinic for the past 16 years for treatment and monitoring of her cystic fibrosis. Her parents, who have been supportive, are out of town on an anniversary cruise and Hannah didn’t know who to call. Hannah states she has been having increased sputum production, low grade fever and difficulty catching her breath over the past few days. She took the action plan of ciprofloxacin she has at home. She takes this when her respiratory symptoms worsen. Hannah states she has been compliant with her antibiotics, but her symptoms suddenly got worse overnight. Hannah does not want her parents to know about this and asks that they not be contacted about her hospital visit. On examination, Hannah appears in distress. She is using her intercostal muscles to help her breathe and appears cyanotic and diaphoretic. Her vitals are taken by the clinic nurse while they are waiting for her pediatric respirologist to finish with the previous patient. Hannah’s temperature is 39.1, oxygen saturation is 91 percent, heart rate is 115 and her blood pressure is 100/60. The nurse calls for immediate help and Hannah is taken to the ICU where she is placed on oxygen. Chest x-ray and additional blood work including ABGs are ordered.
Tutorial: Joe and Maria Russo IF Age-Related Health Care
Mr. Guiseppe (Joe) Russo is an 81-year-old man who returns to see you, his new Family Physician, regarding cognitive concerns. He is accompanied by his wife of 60 years, Maria Russo. Mr. Russo is a retired Crane Operator, who was born in Southern Italy, and who worked in the steel industry after immigrating with Maria to Canada at the age of 20. As a child, he completed 6 years of formal education; later he became fluent in English while working in Canada. He and Maria have three adult children, two sons and one daughter, and live in a bungalow in the city of your practice. He is otherwise physically well, with well-controlled hypertension, dyslipidemia, and DMII, as well as osteoarthritis of the knees. His medications are provided to you in a list. He is a lifelong non-smoker who consumes one glass of wine with dinner each night. Mr. Russo was diagnosed with early-stage Alzheimer’s disease (versus Mixed Dementia) by his prior physician, Dr. Retired, approximately 2 years ago. At that time, Mr. Russo presented with approximately 2 years of gradually progressive decline in short-term memory and executive function, that was impacting his ability to pay bills on time. His SMME score at that time was 21/30, with 0/3 on delayed recall and difficulty with orientation (year incorrect). He was unable to draw a clock correctly (CDT), but Dr. Retired suspected that language and education impacted Mr. Russo’s performance on both the SMMSE and the CDT.
Tutorial: McFadden Family IF Maternal and Child Health Risks
Claire brings infant Marie to her family physician for the 2-month well baby visit, alone. When asked how she and Dave are adjusting, she mumbles “fine.” Marie has been “fussy” during the night, and Claire is finding breast-feeding to be a challenge. Newborn examination is performed, the Rourke baby record is completed and no concerns noted. Claire is motivated to breastfeed but she says Dave thinks formula is better and is worried the baby is not getting enough milk and that is why she is crying. “He says it is my fault.” The benefits of nursing to mom and baby are reviewed, along with formula options, and a referral to a lactation consultant is made. Two weeks later, the office receives an “urgent” call from Claire’s aunt asking that she be seen. Notably, Claire did not bring in baby Marie for a follow-up, in spite of a reminder call from the office. Claire is booked as the last appointment of the afternoon, and reception staff comment they heard screaming in the background while Claire’s aunt made the call. One receptionist says “things are not right” in the McFadden family.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Melissa Wang IF Host Defence and Neoplasia
Melissa is a 35-year-old mother of three who works in marketing. She is being seen in consultation by the Internal Medicine service while admitted to Thoracic Surgery for an empyema. Three months prior she began to have cough with intermittent fevers and chills. She has been treated as an outpatient by her family doctor with Amoxicillin, Azithromycin and Levofloxacin over this time. Her symptoms would initially improve but would return within days of completing her antibiotic course. Her condition continued to worsen until this admission. On review of her past history, she has chronic facial pain and pressure with frequent purulent discharge, and typically has 2-3 sinus infections per year requiring antibiotics. She has never had pneumonia before this year. She has never received pneumococcal vaccination. She received her childhood immunization series and had her last tetanus and diphtheria booster 4 years ago. She has been re-vaccinated for measles, mumps, rubella twice, after prenatal evaluation deemed her non-immune. Prior to onset of these symptoms, her only medication was the oral contraceptive pill. In addition to leaving recommendations to manage her empyema, you wonder about her history of recurrent sinusitis and recent pneumonias. As such, you order some screening bloodwork.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Novak B. Part 4 IF Chronicity and Complexity
Novak B. is now 68 years old. He comes to the office today complaining of shortness of breath and fatigue on exertion. While Novak B. denies chest pain, over the last 3-4 weeks he has been getting more short of breath. He first noticed this when he was playing golf with his friends a few weeks ago. He wasn't able to finish his 18-hole game, despite using a cart. He walks his dog about 1 km every evening and usually stops every 250 m due to leg cramps. Lately, however, he has needed to stop every 100 m due to leg cramps as well as at the half-way mark due to fatigue. For the last week, he has been increasingly sleeping in his recliner rather than his bed due to difficulty breathing; however, he denies waking up gasping for air when you ask. He is still struggling with a burning sensation in his feet and legs and wakes up at night to “shake it off”. His once thin legs are becoming increasingly swollen as the day progresses. He denies any cough, fever or night sweats. He feels his heart is running faster at times, especially when physically active. You know that his spouse passed away last year after a long battle with cancer. He has 2 children who live out West. When questioned about alcohol intake, he admits that he has been drinking more alcohol since his spouse passed away.
Tutorial: Sara Yamata IF Age-Related Health Care
Ms. Sara Yamata is a well 79-year-old woman, currently living alone in a condominium in your community, who attends an appointment with you, her longstanding Family Physician, for the purpose of a periodic health examination. Ms. Yamato is a retired High School English Teacher, who was widowed three years ago. She has one daughter, Elizabeth, and two grandchildren, all of whom live nearby. She is unaccompanied at the visit. Ms. Yamato reports that she has been doing well since you last saw her (for a blood pressure check six months ago), with no interim illnesses or admissions to hospital. Her chronic diseases remain well-managed. She reports having sustained at least one fall over the past 12 months (on the ice, when shoveling her driveway), but fortunately did not sustain any injuries. She remains independent with her ADLs and most of her IADLs; her daughter, Elizabeth, assists her with larger shopping trips and with preparation of her taxes. Her condominium performs the outdoor maintenance for its residents. Ms. Yamata continues to drive, with no reported difficulties, and remains active in her community by volunteering in the gift shop at her local hospital and attending a weekly social group at the Community Centre. With this information, you think about Ms. Yamato’s frailty status using a frailty model with which you are familiar. You review her past medical history and corresponding treatments, as listed in your EMR. Ms. Yamato brings her current prescription medications, in their original bottles from the pharmacy, to the appointment. At your request, she has also brought with her the multiple over-the-counter (OTC) and herbal medications that she is taking at home. She recognizes that she has “many bottles of pills” with her, and wishes to discuss which ones could be discontinued, if any. You spend some time thinking about approaches to deprescribing and approaching “polypharmacy” in older adults.
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Activity Objectives
Distinguish the key differences between fetal and postnatal circulations.
Introduce you to basic cardiac anatomy and physiology.
To describe the process of hemostasis, with emphasis on the coagulation cascade.
Understand fetal circulation and transition to neonatal circulation.
By the end of this session, students should be able to recognize the key components of blood.
Describe the basic anatomy and physiology of the luminal GI tract: Esophagus, Stomach, Small Intestine, Colon
Describe the secretory and excretory functions of the hepatobiliary system.
Understand the principle types of gene mutations.
To understand the clinical consequences of drug metabolism.
Describe the anatomy, embryology and histology of the thyroid gland.
Understand calcium regulation and the effects of PTH, calcitriol and calcitonin.
To describe the anatomy and physiology of the adrenal gland.
Describe the application of the Law of Thermodynamics to obesity causation and treatment.
Review the diagnostic criteria for mood and anxiety disorders.
Compare and contrast the features of psychosis and delirium.
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system.
Describe the production and regulation of growth hormone  secretion from the pituitary gland.
To work-up and manage common urologic conditions: Renal Colic, Voiding Symptoms, Hematuria
Be able to explain the key differences in pathogenesis between venous clots and arterial clots.
To understand the role of sodium (Na+) and water in maintaining balance of body fluid compartments.
Describe the inflammatory cascade.
Review an approach to classification of primary vasculitis.
Explain early embryogenesis, formation of the three germ layers and development of the neural tube.
Explain the basic principles of various imaging techniques (Plain Radiographs, barium studies, ultrasound, CT, MRI, Nuclear medicine).
Describe the epidemiology and pathophysiology of acute abdominal pain.
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
At the end of this presentation, the learner will be able to: Summarize adaptive immunity and the concept of random gene recombination
Discuss the purpose of the endocrine system and how it relates to the concept of homeostasis.
Modalities for imaging of the urinary tract.
Discuss the concept of autoimmunity, the role of the thymus in its development and its role in various disease states.
Define and classify abnormal uterine bleeding.
Outline intrapartum management of spontaneous labour.
Describe formation of the great vessels and associated congenital defects.
Review the cardiac cycle.
Recognize common congenital heart lesions and their pathophysiology.
By the end of this session students should be able to develop a framework for evaluating hematologic problems.
Apply these concepts using examples of disease states of each part of the luminal GI tract.
Understand the nomenclature used to describe gene mutations.
To understand some important pharmacokinetic concepts involving metabolism.
Describe some of the mechanisms by which drug-drug interactions occur.
Explain thyroid hormone synthesis and regulation.
Understand the role of the calcium sensing receptor in the parathyroid gland, kidney and bone.
To describe certain pathologies of the adrenal cortex and  medulla.
Describe appetite control mechanisms.
Review the evidence of neurobiological changes in mood and anxiety disorders.
Students should be able to define psychosis.
Identify etiological factors relevant to psychosis and delirium.
Explain the function of GH and Insulin like growth factors.
To be able to describe the anatomy and function of the prostate.
Be able to describe the role of platelets in hemostasis.
To understand the regulation of sodium (Na+) balance by the kidney.
Describe how alterations in the inflammatory cascade can lead to pathogenesis of certain diseases.
Review laboratory marker for a variety of Vasculitides.
Describe the development of the foregut, midgut and hindgut.
Illustrate the normal GI tract using various imaging modalities.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
Describe the lymphoid organs.
What is metabolism?
Identify what constitutes a hormone and the different types of hormonal signaling (endocrine, paracrine, autocrine).
Which modality (for imaging of the urinary tract) to use and when?
List the cells that mediate autoimmune conditions.
Compare and contrast psychiatry with other clinical disciplines with respect to diagnosis and etiology.
Discuss operative vaginal birth in the management of the second stage of labour.
Describe the partitioning of the heart into four chambers and associated congenital defects.
Introduce you to basic cardiac hemodynamics.
Describe measures of liver synthetic function.
Understand the importance of test sensitivity for interpreting results.
To understand some of the mechanisms of action for drug metabolism that occur in the liver.
Explain how drug-drug interactions can be prevented.
Identify the metabolic function of thyroid hormone.
Understand effects of mutations(activating and inactivating) in the calcium sensing receptors.
Discuss the determinants of obesity.
Describe the biology of psychosis.
Describe normal growth.
To review prostate health including: Prostatitis, Benign Prostatic Hyperplasia, Prostate cancer.
Be able to describe mechanisms of thrombocytopenia with a special focus on immune-mediated destruction.
To know what actions to do when an adverse drug event is suspected.
To understand the regulation of water balance by the kidney and hypothalamus.
Compare and contrast clinical presentations of rheumatoid arthritis, seronegative spondyloarthropathy, and connective tissue diseases.
Review several pathophysiologic mechanisms in vasculitis.
Describe common anomalies of the developing gut.
Discuss the basic imaging abnormalities of common GI disorders.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Illustrate the relationship between antigen presenting cells, T cells and B cells.
Provide an overview of the major endocrine glands and hormone products including the role of each hormone in homeostasis and metabolism.
What are the advantages and disadvantages of each modality (for imaging of the urinary tract)?
Discuss treatment options for mood and anxiety disorders.
Describe the roles of the innate and adaptive immune systems as well as the mucosal immune system in the pathogenesis of Celiac disease.
Explain the pathogenesis of abnormal uterine bleeding in adolescent, reproductive age and postmenopausal women.
Discuss examples of hepatobiliary disease.
Understand the problem of variants of unknown clinical significance.
Review common types of thyroid disease: thyrotoxicosis; hypothyroidism; thyroid nodules; thyroid cancer
Understand the causes of hyper and hypocalcemia.
Describe the health consequences of obesity.
Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Differentiate abnormal growth from normal growth variants.
To able to discuss the pros and cons of PSA.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Understand the mechanisms of action of diuretics.
Explain how pharmacological therapy functions to suppress inflammation at various parts of the immune response cascade.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Explain the concept of self and peripheral tolerance.
Explain the mode of action of peptide hormones and compare this type of hormone action to that of thyroid hormone and sex steroid hormones.
Explain the roles of B- and T-cells in the development of Hashimoto’s thyroiditis and the different theories regarding mechanisms of thyroid injury in this context.
Outline the approach to the investigation and treatment of abnormal uterine bleeding in non-pregnant women of reproductive age.
Describe how dysfunction in particular areas of the brain may present with particular psychiatric syndromes.
Review approaches to emotional and behavioural dysregulation in children.
Discuss the prevalence of obesity and related adverse health outcomes in adults and children.
Explain the effects of GH deficiency and GH excess.
Explain how to detect, evaluate and manage adverse drug events.
To understand the processes which lead to the development of hyponatremia and hypernatremia.
Explain how inflammatory conditions have a significant impact on the quality of life of patients affected.
Describe the initial management of patients with acute abdominal pain.
Describe the management of a patient with toxic megacolon.
Discuss the process of T and B cell activation and the general mechanisms of medications used to interfere with them.
Explain potential complications of fractures.
Describe examples of medical conditions and substances that may present with prominent psychiatric signs and symptoms.
Describe the different factors that affect prenatal and postnatal growth in children.
Introduce the principles of obesity management in adults and youth.
To recognize disorders of sodium (Na+) and water balance in clinical scenarios.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
Consider the balance between autoimmunity, malignancy, and immunosuppression.
When are hormone levels normal?
Outline the contribution of the cellular immune system in the pathogenesis of T1DM.
Discuss how endocrine disorders lead to abnormal growth in children.
Describe the determinants of health in psychotic disorders.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Describe the biopsychosocial model of pain.
List autoimmune diseases commonly associated with T1DM.
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Explain the role of platelets in hemostasis and thrombosis.
Review the correct interpretation of electrolyte abnormalities in a patient’s serum or urine.
Interpret derangements of each component of an arterial blood gas.
Create a differential diagnosis for abnormalities in sodium, potassium, chloride, bicarbonate, serum osmolality, pH, and urine electrolytes.
Clerkship Objectives
Describe the commonly used local anesthetics.
Describe the causes, diagnosis, and treatment of spontaneous pneumothorax.
Describe the presentations, etiologies and management of pulmonary embolus.
List the normal range of Na+, K+, HCO3-, Cl- in serum and indicate how these ranges change in perspiration, gastric juice, bile and ileostomy contents.
List the physiological limits of normal blood gases.
Describe the potential etiologies of hematuria.
Gallstones.
Describe atherosclerosis, its etiology, prevention and sites of predilection.
Discuss the embryologic origin of these lesions (neck mass) and the anatomic implications to consider when resecting them.
Define "non-healing" wounds.
Red eye: Traumatic; Infectious; Inflammatory; Chronic
Hernias/Hydroceles
Describe the differential diagnosis of a patient having postoperative fever. For each entity, discuss the clinical manifestations, appropriate diagnostic work-up, and management: Within 24 hours: response to surgical trauma; atelectasis; necrotizing wound infections. Between 24 and 72 hours: pulmonary disorders (atelectasis, pneumonia); catheter related complications (IV-phlebitis, Foley-UTI). After 72 hours: infectious (UTI, pneumonia, wound infection, deep abscess, anastomotic leak, prosthetic infection, parotitis); noninfectious (deep vein thrombosis).
Describe the most frequently encountered retroperitoneal masses.
Discuss the following: Testicular tumor; Testicular torsion; Epididymitis; Torsion of the appendix testis; Orchitis; Trauma; Hydrocele; Varicocele
Define shock.
Inflammatory Bowel Disease (Crohn’s Disease/Ulcerative Colitis)
Describe the common presenting symptoms associated with gastro-esophageal reflux.
Peptic Ulcer disease
Discuss in general, the differential diagnosis for a patient with emesis. Consider timing and character of the emesis and associated abdominal pain. Contrast etiologies in infants, children and adults.
Discuss the differential diagnosis of diarrhea in adults. Consider chronicity, absence or presence of blood and associated pain. Consider infectious causes.
Discuss the potential etiologies of constipation in adults and children. Consider chronic vs. acute.
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
An understanding of the broad scope of family medicine
Abdominal Pain & Abdominal Mass: Appendicitis, Constipation, Functional, Neuroblastoma, Ovarian torsion, Pregnancy, Wilm’s tumor
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Describe the physiologic changes associated with pregnancy and explain their implication on anesthetic management
Describe the main physiologic differences between pediatric and adult patients and explain their implication on anesthetic management
Describe modalities used to control pain in the perioperative period: opioids, NSAIDs (including Acetaminophen), steroids, regional techniques and local anesthesia. Explain how analgesics are used in a mulitmodal fashion.
Describe airway anatomy relevant to bag-mask ventilation and endotracheal intubation
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Chest pain
Formulate an initial problem-oriented list of patient issues and a differential diagnosis for each issue.
Develop a management plan including: Pharmacologic treatment and non-pharmacologic treatment.
Lung nodule
Abdominal pain - acute
Back pain - Acute
Soft tissue injury
Cough
Dysuria
Chest pain
Anxiety
Grief
Cold/flu
Dizziness
Earache
Rash/skin lesions
Red eye
Undifferentiated problem (unwell, fatigue, pain)
Falls
Breast abnormality
Management of early pregnancy loss
Menopause symptoms
Asthma
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Bone and soft tissue tumours: Benign (osteochondromas); Malignant (osteosarcoma); Metastatic (breast cancer).
Understand new history and physical examination techniques to formulate a differential diagnosis.
How do you differentiate a pancreatic pseudocyst from a cystadenoma or true cyst?
Describe the physiology of intracerebral pressure (ICP) and cerebral perfusion pressure (CPP), including the effects of blood pressure, ventilatory status, and fluid balance on ICP and CPP.
Shortness of breath
Demonstrate an investigatory and analytic approach to clinical situations.
The student will differentiate physiologic from pathological growth.
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
Learn how to apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
The student will recognize the importance of compound fractures and their management.
Outline potential complications of the (fracture) injury.
Discuss the advantages and disadvantages of epinephrine in the local anesthetic.
Discuss the risks of pneumothorax which could prove life-threatening.
Discuss the predisposing factors which may lead to Pulmonary Embolus.
List least six symptoms or physical findings of dehydration.
List the factors that effect oxygen delivery and consumption.
Consider age and character of bleeding (hematuria): initial, terminal, total.
Differentiate upper vs. lower GI hemorrhage. Discuss history and physical exam abnormalities. Discuss diagnostic studies.
Cholecystitis
Discuss, prehepatic, intrahepatic (both non-obstructive) and posthepatic (obstructive) etiologies (for jaundice).
Discuss neurological vs. vascular etiologies of walking induced leg pain.
Discuss the common risk factors and clinical symptoms of lung cancer.
Describe the signs, symptoms & etiologies of inflammatory neck masses.
Discuss a differential diagnosis, evaluation, and treatment of a patient with: non-healing lower extremity wound; non-healing wound of the torso; body area other than the lower extremity.
Common retinal problems
Neck Masses
Discuss the following wound complications in terms of predisposing risk factors (patient condition, type of operation, technique), as well as their recognition, treatment, and prevention: hematoma and seroma; wound infection; dehiscence; incisional hernia.
Discuss the appropriate imaging studies and work up for retroperitoneal masses.
Discuss emergent vs. non emergent causes of (scrotal pain and swelling).
Differentiate the signs, symptoms, and hemodynamic features of shock: hemorrhagic; cardiogenic; septic; neurogenic; anaphylactic.
Appendicitis
Describe the four classes of hemorrhagic shock and how to recognize them.
Discuss the relationship of reflux to chronic asthma and aspiration.
Perforation
Describe the clinical presentation and etiologies of gastric outlet obstruction.
Describe the presentation and potential complications of ulcerative colitis and Crohn’s disease.
Describe the clinical presentation and etiologies of large bowel obstruction.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
To recognize common patient problems presenting to an Obstetrician Gynaecologist including but not limited to: Amenorrhea, Contraception, Pelvic Pain, Menopause, Urogynecology Sexually Transmitted Infections, Human Papilloma Virus
Describe differences between the medical management of paediatric patients versus adult patients.
Acutely Ill Child: Acute abdomen, Burn, Diabetic ketoacidosis / Diabetes mellitus, Meningococcemia, Poisoning / intoxication, Shock, Trauma
Describe how you would assess a patient's volume status
Describe common side effects of the commonly-used analgesic techniques.
Explain how epidurals and patient controlled analgesia is used in perioperative analgesia.
Describe modalities of analgesia used in labour and delivery
Explain the goals and phases of general anesthesia
List indications for endotracheal intubation, use of LMA, and indications for mechanical ventilation
Calculate appropriate endotracheal tube size for pediatric patients.
List potential sites for vascular access and describe complications associated with each site.
Shortness of breath
Outline initial diagnostic investigations for the patient’s problem(s).
Respiratory failure
Bleeding disorders (specifically: TTP/HUS, DIC)
Shortness of breath
Back pain - Chronic
Abdominal pain - chronic
Hematuria
Fever
Headache
Nasal congestion
Chronic pain
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
Describe the causes of hepatomegaly.
Discuss the most frequently encountered benign hepatic tumors and their management.
Which patients with a pancreatic cyst need surgery and when?
Characterization of abdominal pain (location, severity, character, pattern).
Describe the anatomic differences between indirect and direct hernias.
Recognize the Cushing reflex and its clinical importance (brain herniation).
Describe the anesthetic management of the patient undergoing Cesarean section
Explain the following concepts as they relate to drugs administered via intravenous: half-life, therapeutic range, metabolism, redistribution, elimination and target organ
Describe criteria for extubation
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Explain the fluid management issues of the pediatric patient.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Pneumonia
Headache
Heartburn
Joint pain
Wheezing
Menstrual irregularities, excessive vaginal bleeding and dysmenorrhea
Palpitations
Numbness
Sore throat
Prenatal care
COPD
Interpret the information provided and synthesize an appropriate basic management plan including:
Discuss the most frequently encountered malignant hepatic tumors and their management.
Know the major complications of pancreatic necrosis and pseudocyst formation?
Temporal sequence of abdominal pain (onset, frequency, duration, progression).
Describe the signs, etiology and treatment of intracranial hemorrhage (subarachnoid hemorrhage and intracerebral hemorrhage).
Ability to apply scientific knowledge and method to clinical problem solving
Infection: Osteomyelitis; Joint sepsis.
Discuss special precautions needed on the digits.
Discuss the underlying pulmonary pathology you might expect to find. (pneumothorax)
Discuss the main points in the evaluation for pulmonary embolus.
List and describe the objective ways of measuring fluid balance.
Indicate the mechanisms, methods of compensation, differential diagnosis, and treatment of the following acid base disorders: acute metabolic acidosis; acute respiratory acidosis; acute metabolic alkalosis; acute respiratory alkalosis.
Consider microscopic vs. gross hematuria.
Discuss the differences in evaluation and management of the patient presenting with: hematemesis, melena, hematochezia, guaiac positive stool.
Biliary Colic
Discuss musculoskeletal etiologies (of leg pain).
List the most common sources of malignant metastases to the lungs.
Discuss Ludwig's angina and why it may be life-threatening.
Describe the pathophysiology involved for each of the diagnostic possibilities (for non-healing wounds). Consider: pressure; ischemia; infection; malignancy; foreign body.
Cataracts
Bowel obstruction: Adhesions, hernias, intussusception, Meckel's diverticulum, Volvulus, Hirschprung's disease.
Discuss the various causes of respiratory distress and respiratory insufficiency that may occur in the postoperative patient. For each complication, describe the etiology, clinical presentation, management, and methods of prevention: atelectasis; pneumonia; aspiration; pulmonary edema; pulmonary embolism (including deep venous thrombosis); fat embolism.
Discuss presentation and physical findings of each (loss of cremasteric reflex, high or transverse lie, blue dot sign etc.)
Diverticulitis
Describe the appropriate fluid resuscitation of a trauma victim.
Gastritis
Contrast the pathology, anatomic location and pattern, cancer risk and diagnostic evaluation of ulcerative colitis and Crohn’s disease.
Anxiety Disorders
Altered level of consciousness - including the recognition and management of acute stroke
Recognise an acutely ill child.
Adolescent Health Issues: Disordered eating, Psychosocial history (HEADDSS), Pubertal development, Sexual health, Sexually transmitted infections, Substance use and abuse
Discuss safe dosage ranges of the common anesthetics and the potential toxicities of these drugs.
Discuss the role of: Observation; Tube thoracostomy; Chemical sclerosis; Surgical management of this condition (pneumothorax).
List the electrolyte composition of the following solutions: normal (0.9%) saline; half normal saline; one third normal saline; 5 percent dextrose in water; Ringer's lactate.
Choledocolithiasis
Describe the pathophysiology of intermittent claudication.
Compare and contrast the management and prognosis of metastatic vs. primary lung malignancies.
What is appropriate treatment for cervical adenitis?
Discuss wound infection, seroma, hematoma, wound dehisance.
Pterygium
Discuss treatment plan for each diagnosis listed in objective one (for perianal pain), including non-operative interventions and role and timing of surgical interventions.
Enterocolitis
Discuss choice of IV access (of a trauma patient).
Gastric outlet Obstruction
Describe the signs and symptoms of small bowel obstruction.
Discuss the clinical manifestations, risk factors, diagnosis and management of pseudomembranous colitis.
Personality Disorders
Anaphylaxis / severe allergic reaction
Altered LOC: Encephalitis, Head Injury, Hypoglycemia, Metabolic disease
Describe at least 3 systems for delivering oxygen to patients
Describe appropriate uses for the following crystalloid solutions: normal saline, Ringer's lactate, D5W, D5W/NS. Describe appropriate uses of the colloid solutions albumin and Pentaspan. Explain the complications of using these fluids.
Obesity
Pelvic pain - acute
Nausea and vomiting
Syncope
Describe the causes of splenomegaly.
Alleviating and exacerbating factors of abdominal pain (position, food, activity, medications).
Discuss the clinical conditions that may predispose to development of inguinal hernia.
Describe the relative incidence and location of the most common brain tumors, their clinical manifestations, their diagnosis, and general treatment strategies.
Empyema
Acute Trauma
Hand and Wrist: Tendon injury (Jersey finger, mallet finger, boutonniere deformity); Ulnar Collateral Ligament injury (Game keeper or skier’s thumb); Carpal Tunnel Syndrome; Dupuytren’s disease.
Hand and wrist (5th metacarpal fracture (boxer’s), Scaphoid fractures, Distal radius fractures).
Differentiate TIA, RIND, and CVA.
Describe the common benign skin lesions and their treatment (papillomas, skin tags, subcutaneous cysts, lipomas).
Describe the common etiologies for hemothorax.
In the following situations, indicate whether serum Na, K, HCO3, Cl and blood pH will remain stable (0), rise considerably (++), rise moderately (+), fall moderately (-), or fall considerably (--): excessive gastric losses; high volume pancreatic fistula; small intestine fistula; biliary fistula; diarrhea
Colangitis
Discuss the diagnostic work-up of chronic arterial occlusive disease.
Describe the most common neoplastic neck masses and their origin.
Chalazion
Discuss the possible causes of hypotension which may occur in the postoperative period. For each etiology describe its pathophysiology and treatment: hypovolemia; sepsis; cardiogenic shock - including postoperative myocardial infarction; fluid overload; arrhythmias; pericardial tamponade; medication effects
Small Bowel Obstruction Partial/Complete
Discuss the choice of fluid and use of blood components (for a trauma patient).
Discuss the evaluation of dysphagia.
Carcinoma
Describe the common etiologies of mechanical small bowel obstruction.
Outline the risk factors, presentation, diagnosis and management of ischemic colitis.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
Bruising / Bleeding: Hemophilia, Idiopathic thrombocytopenic purpura, Leukemia
Identify inhalation anesthetic agents used in the induction and maintenance of general anesthesia including mode of delivery, indications of use, mechanism of action, concept of minimum alveolar concentration and common side effects
Explain common mechanical ventilation parameters (volume control and pressure control ventilation, respiratory rate, tidal volume, pressure and PEEP)
Describe the rational use of blood product therapy. Explain the complications of massive transfusions.
Abdominal pain
Pleural effusion
Unintended weight loss
Rectal bleeding
Pelvic pain - chronic
Post natal care
Hypertension
Club Foot.
Compartment Syndrome, Cauda equina syndrome, Limb Ischemia
Discuss the most common signs and symptoms associated with hypersplenism.
Associated signs and symptoms of abdominal pain (nausea vomiting, fever, chills, anorexia, wt. loss, cough, dysphagia, dysuria/frequency, altered bowel function diarrhea, constipation, obstipation, hematochezia, melena, etc.).
Describe the potential sites for abdominal wall hernias. Consider incisional, umbilical, inguinal, femoral, Spigelian, and epigastric. Differentiate diastasis recti from abdominal hernia.
Explain the concept of balanced anesthesia and its role in modern general anesthetics
Describe how we measure patient ventilation and oxygenation and how to determine if they are adequate.
Describe the determinants of cardiac output. Explain the relationship between myocardial oxygen supply and demand and how we can alter each aspect of the relationship perioperatively.
Asthma
Weight loss
Vaginal discharge/urethral discharge
Ischemic Heart disease
Flat feet (Tarsal coalition).
Discuss the short and long term complications associated with surgical removal of the spleen.
Thyroid nodule
Forearm and Elbow: Epicondylitis (tennis elbow - lateral, golfer’s elbow - medial); Olecranon bursitis; Biceps tendon injury.
Forearm and elbow (Monteggia fracture)
Describe the presentation and management of hydrocephalus. Compare and contrast adult and pediatric hydrocephalus.
Describe the characteristics, typical location, etiology and incidence of basal cell and squamous skin cancers.
In the following situations, indicate whether serum and urine Na, K, HCO3, Cl and osmolality will remain stable (0), rise considerably (++), rise moderately (+), fall moderately (-), or fall considerably (--): acute tubular necrosis; dehydration; secretion (SIADH); diabetes insipidus; congestive heart failure
Discuss risk factors associated with arterial occlusive disease.
List the common tumors of the anterior, posterior and superior mediastinum.
Large Bowel Obstruction
Discuss the differences between adult and pediatric resuscitation.
Discuss the treatment of esophageal stricture.
Upper and Lower GI hemorrage
Discuss the potential complications and management of small bowel obstruction.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
To recognize normal and abnormal pelvic surgical anatomy.
Dehydration: Hyponatremia / hypernatremia, Mild / moderate / severe dehydration
Students will understand the importance of early diagnosis and treatment in subarachnoid hemorrhage and epidural hematomas.
Discuss the relationship (of benign and malignant skin lesions) to solar irradiation, ethnicity, previous tissue injury, and immunosuppression.
Discuss the appropriate management of blood in the pleural cavity.
Describe the indications for tonsillectomy.
Discuss renal and ureteral calculi.
Pancreatitis
Describe the etiologies and presentation of acute arterial occlusion.
Carcinoma Bowel
Discuss the types, etiology and prevention of coagulopathies typically found in patients with massive hemorrhage.
What are the risks of dilation?
Outline the initial management of a patient with an acute GI hemorrhage.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
To develop an understanding of surgical principles as they relate to gynaecologic procedures.
To describe the mechanisms of both vaginal deliveries and caesarean sections.
Development / Behavioural / Learning Problems: Attention deficient disorders, Autism spectrum disorder, Cerebral palsy, Fetal alcohol spectrum disorder, Global delay, Gross motor delay, Learning disability, Speech / language delay
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Venous thromboembolism (specifically: deep vein thrombosis and pulmonary embolism)
Joint pain
Shock - Recognize shock and predict underlying etiology (distributive, cardiogenic, hypovolemic, obstructive).
Type 2 Diabetes Mellitus
Patellofemoral disorders
Shoulder and Upper Arm: Rotator cuff tear; Joint instability; Superior labral tear
Humerus (Supracondylar humerus fracture)
Foot and Ankle: Ankle sprains; Achilles Tendon Injury; Bunions; Diabetic foot.
Foot and Ankle (Lisfranc fracture, 5th Metatarsal fracture (acute and stress), Ankle fracture).
Discuss the characteristics of malignant skin lesions which distinguish them from benign lesions.
Which patients (with hemothorax) need an operation?
Outline the evaluation of a patient with a salivary gland mass. Describe the potential etiologies. Describe the common tumors of the salivary gland and their management.
Describe the concept of a “third space” and list those conditions that can cause fluid sequestration of this type.
Discuss the clinical presentation of renal and ureteral calculi.
Pancreatic Pseudocyst
Discuss embolic vs. thrombotic occlusion.
Discuss the common thyroid malignancies, their cell of origin and their management. Which has the best prognosis? The worst?
Discuss disorders of alimentary tract function following laparotomy which may produce nausea, vomiting, and/or abdominal distension: paralytic ileus; acute gastric dilatation; intestinal obstruction; fecal impaction
Volvulus
Describe the appropriate triage of a patient in a trauma system.
Discuss Barrett’s esophagus and its implications. What are the risks of malignancy? Who needs surgical management?
Discuss indications for transfusion, fluid replacement, and choice of fluids.
Contrast the presentation and management of partial vs. complete small bowel obstruction.
Somatoform disorders
Seizure
Diarrhea: Celiac disease, Cow’s milk protein allergy, Gastroenteritis, Hemolytic uremic syndrome, Inflammatory bowel disease, Toddler’s diarrhea
Describe the anatomy relevant to epidural or spinal anesthetic techniques. Explain the role of regional anesthesia in modern anesthetic practice.
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Anemia
Supraventricular tachycardias (other than atrial fibrillation)
Lower extremity malalignment (in-toeing).
Discuss the management of cystic lesions of the pancreas.
Specific Clinical Presentations and Disease Problems in Internal Medicine: Describe key illnesses in the elderly, focusing on their often atypical presentation. (eg. Urinary tract infection, pneumonia, tuberculosis, depression, thyroid disease, myocardial infarction).
Explain the presentation and management of malignant hyperthermia as an example of the hypermetabolic state
Hemolysis
Valvular heart disease (other than mitral stenosis and regurgitation and aortic stenosis).
Knee and Lower Leg: Meniscal tears; Osteochondritis dissecans/loose bodies; Cruciate and collateral ligament injuries (ACL, PCL, MCL, LCL).
Limping child (Developmental Dysplasia of the Hip (DDH), Perthes, Slipped Capital Femoral Epiphysis (SCFE))
Lower extremity (Tibia fracture, Femoral neck fracture).
What are the risks in leaving the blood diagnostic in the chest?
Discuss the etiologies and diagnostic evaluation of a patient with UTI.
Carcinoma of the Pancreas
Discuss the signs and symptoms of acute arterial occlusion (the "P's").
Which (common thyroid malignancies) are associated with MEN syndrome?
Describe the factors which can give rise to alterations in cognitive function postoperatively, as well as their evaluation and treatment. Alterations in cognitive function: hypoxia; metabolic; alcohol withdrawal; hyponatremia
Fecal Impaction
Discuss the pathophysiology and treatment of achalasia and diffuse esophageal spasm. (Mallory-Weiss tear; Achalesia; Variceal Bleeding; Zenker’s Diverticulum; Perforation)
Differentiate upper vs. lower GI hemorrhage.
Differentiate the signs, symptoms and radiographic patterns of paralytic ileus and small bowel obstruction.
Medical Psychiatry
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: Reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
Cardiorespiratory arrest
To recognize the normal progress of labour and delivery.
Edema : Nephritic syndrome, Nephrotic syndrome, Renal failure
Discuss the relationship of melanoma to benign nevi and characteristics which help differentiate them.
Discuss the most common non-traumatic causes of hemothorax.
Outline the etiologies and work-up of a patient with pneumaturia.
Hepatomegaly/Splenomegaly
Discuss the relationship of radiation exposure to thyroid malignancy.
Discuss history and physical exam abnormalities (stomach).
Trauma- and stressor-related disorders
Eye Issues: Absent red reflex , Amblyopia, Conjunctivitis, Normal vision development, Periorbital / orbital cellulitis, Strabismus, Visual changes
Explain the presentation and management of pseudocholinesterase (plasma cholinesterase) deficiency as an example of a pharmacogenetic disease.
Headache
Peripheral vascular disease
Vitamin B12 deficiency
Ability to intervene in the natural history of disease through preventative, curative and palliative strategies
Hip and Upper Leg: Labral tears; FAI; Osteoarthritis.
Apophyseal conditions (Osgood Schlatter Disease)
Ability to formulate a prognosis of an individual’s health
Discuss risk factors for melanoma.
Discuss the complications associated with prolonged ischemia and revascularization.
Which malignancies frequently metastasize to the neck?
Discuss estimation of total body surface burn and burn depth.
Discuss diagnostic studies (stomach).
Other: Impulse control disorders, Factitious Disorder and Malingering
Fever: Different age groups (<1mo, 1-3 mo, >3 mo), Kawasaki disease, Meningitis, Occult bacteremia /sepsis, Urinary tract infection, Viral
Minor trauma / MSK injuries (including fracture / dislocation/ sprain). Explain the ABCDE approach to major and minor trauma, identify resuscitative priorities and recognize injuries which require acute management.
Thrombocytopenia
Ventricular arrhythmias (other than ventricular tachycardia)
Fractures (Growth plate fractures).
Axial and soft tissue joint disorders: neck and back pain; Myelopathy/claudication; Disc herniation; Scoliosis; Spondylolisthesis.
Abnormal behavior (psychosis, delirium, intoxication, violence).
Sleep apnea
Genito-urinary Complaints (hematuria, dysuria, polyuria, frequency, pain): Balanitis, Enuresis, Phimosis, Testicular torsion, Vesicoureteral reflux, Vulvo-vaginitis
Leukocytosis
What are the lesions which have high potential for malignant transformation?
Discuss the common non-neoplastic thyroid diseases that could present as a mass.
Discuss fluid resuscitation, choice of fluid and monitoring for adequacy of resuscitation (rule of 9's, differences in pediatric and adult management).
Amnestic and Dissociative disorders
To state the indications for induction and augmentation of labour.
Describe the differential diagnosis, location, appearance and symptoms of leg ulcers due to: Arterial disease; Venous stasis disease; Neuropathy; Infection; Malignancy.
Discuss the symptoms associated with hyperthyroidism and discuss treatment options.
Discuss options for topical antimicrobial therapy.
Head injury - minor
To select appropriate intrapartum analgesia and anaesthesia.
Tuberculosis infection
Growth Problems: Constitutional delay, Failure to thrive, Familial short stature, Obesity, Turner syndrome
Leukopenia
Headache: Brain tumor, Concussion, Increased intracranial pressure, Migraine
Discuss the relationship of size and thickness to prognosis. (melanoma)
Discuss how to differentiate lymphedema from venous stasis.
Discuss diagnosis and management of thyroiditis.
Discuss inhalation injury, CO poisoning and triage of patients to burn centers.
Fever
To describe the management of a postpartum haemorrhage.
Hypo/hypercalcemia
Bronchiectasis
Dizziness / vertigo
Hypo/hypernatremia
Lung cancer
Inadequately explained injury (Child abuse): Abusive head trauma, Domestic violence, Neglect, Physical abuse, Sexual abuse
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Discuss the usual treatment for cutaneous melanoma including margins, depth and lymph node management including sentinel node mapping.
Describe the factors that lead to venous thrombosis and embolism.
Discuss the basic principles of wound coverage, skin grafting, and timing.
To describe the management of shoulder dystocia.
Discuss the assessment and need for escharotomy.
Cardiac dysrhythmias. Synthesize ACLS (Advanced Cardiovascular Life Support) algorithms, recognize unstable ACLS states and use ACLS algorithms to guide treatment.
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
To describe the management of fetal bradycardia.
Hypo/hyperkalemia
Limp / Extremity Pain: Bone tumor, Growing pains, Juvenile idiopathic arthritis, Legg Calve Perthes disease, Osgood Schlatter disease, Osteomyelitis, Post-infectious, Reactive arthritis, Rheumatic fever, Septic arthritis, Slipped capital femoral epiphysis, Transient synovitis, Trauma / injury
Interstitial lung disease
Lymphadenopathy: Cervical adenitis, Lymphoma, Mononucleosis, Reactive
Vaginal bleeding - pregnant
Acid-base disorders
Spinal cord compression
Poisoning
Hyperlipidemia
Mental Health Concerns: Anxiety, Depression, School refusal, Suicidality
Demyelinating disease
Assess the appropriateness for and recommend ECT and TMS: indications for use, side effects.
Burns - minor / major
Coma
Parkinson's disease
Murmur: Congenital heart disease, Innocent murmur
Neonatal Jaundice: Biliary atresia, Breast feeding jaundice, Breast milk jaundice, Hemolytic anemia, Kernicterus, Physiologic
Urinary symptoms
Seizures
Osteoporosis
Syncope
Osteoarthritis
Newborn: Abnormal newborn screen, Birth Trauma, Congenital infections, Cyanosis, Depressed newborn, Hypoglycemia, Hypothermia, Hypotonia / floppy newborn, Large for gestational age , Neonatal abstinence syndrome, Newborn physical exam (normal, abnormal), Prematurity, Respiratory distress, Sepsis, Small for gestational age, Trisomy 21, Vitamin K deficiency
Neck and back pain
Eye pain (including red eye)
Delirium
Connective tissue diseases (other than systemic lupus erythematosus and rheumatoid arthritis).
Pallor / Anemia: Hemoglobinopathies, Hemolysis, Iron deficiency
Rash: Acne, Cellulitis, Diaper rashes, Drug eruption, Eczema, Henoch Scholein purpura, Impetigo, Scabies, Scarlet fever, Seborrhea dermatitis, Urticaria, Viral exanthems
Dementia
Sexually transmitted diseases including HIV infection.
Cerebrovascular disease (including stroke)
Mononucleosis
Respiratory distress / Cough: Anaphylaxis, Asthma, Bronchiolitis, Congestive heart failure, Croup, Cystic fibrosis, Epiglottitis, Foreign body, Pertussis, Pneumonia, Status asthmaticus, Tracheitis
Seizure / Paroxysmal event: Arrhythmia, Breath-holding spell, Brief resolved unexplained event, Febrile vs. non-febrile seizure, General vs. focal seizure, Status epilepticus, Syncope
Recurrent falls
Anaphylaxis/angioedema
Meningitis
Sore Ear: Otitis externa, Otitis media
Leukemia (AML, ALL, CML, CLL)
Sore Throat / Sore Mouth: Dental disease, Oral thrush, Peritonsillar abscess, Pharyngitis, Retropharyngeal abscess / cellulitis, Stomatitis
Peripheral neuropathy
Renal stones
Vomiting: Gastroeosphageal reflux / Gastroeosphageal reflux disease, Intestinal atresia, Intussusception, Malrotation/volvulus, Pyloric stenosis
Substance abuse (other than alcohol, opioids, benzodiazepines and cocaine)
Upper GI bleeding
Lower GI bleeding
Well Child Care (newborn, infant, child) : Anticipatory guidance, Circumcision, Crying / colic, Dental health, Discipline / Parenting, Growth – Head circumference, Height, Weight, Body mass index, Health active living, Hearing, Hypertension, Immunizations Injury prevention, Normal development, Nutrition & Feeding, Sleep issues, Social-economic / cultural / home / environment, Sudden infant death syndrome
Chronic pancreatitis
Sarcoidosis
Hepatitis : acute and chronic
Cirrhosis
Encephalitis
Spontaneous bacterial peritonitis
Bone marrow failure
Hepatomegaly
Vasculitis syndromes
Splenomegaly
Toxidromes (specifically: tricyclic antidepressants, toxic alcohols, SSRIs).
Jaundice
Substance abuse (specifically: cocaine and other non-opioid street drugs)
Diarrhea
Inflammatory bowel disease
Peptic ulcer disease
Acute pancreatitis
Acute renal failure
Chronic renal failure
Nephrotic syndrome
Urinary tract infection
Pyelonephritis
Fever
Dehydration
Substance abuse (specifically: alcohol, opioids, benzodiazepines)
Adverse drug reactions/drug allergies
Shock
Edema: generalized or peripheral
Cardiac arrest
Chest pain/angina
Valvular heart disease (specifically: mitral stenosis and regurgitation and aortic stenosis)
Atrial fibrillation
Ventricular tachycardia
Bradyarrhythmias and heart block
Acute coronary syndrome
Congestive heart failure
Pericarditis
Endocarditis
Hypertension
Chronic obstructive pulmonary disease
Types I and II diabetes mellitus
Hypo/hyperthyroidism
Connective tissue diseases (specifically: systemic lupus erythematosus and rheumatoid arthritis)
Septic arthritis/osteomyelitis
Gout /pseudo-gout
Cellulitis
Multiple myeloma
Lymphoma (Hodgkin’s and non-Hodgkin’s)
Toxidromes (specifically: aspirin, acetaminophen, opioids, cocaine)
General Objectives
Describe the normal physiology and anatomy (where appropriate) as applied to each respirology theme (Drive to breathe; Respiratory pump and mechanics of breathing; Airflow obstruction; Lung defences, injury and inflammation; Gas exchange).
Describe the factors that govern respiratory drive under normal circumstances, including central and peripheral controls.
Explain the normal mechanics of lung inflation and deflation, including the role of intrapleural pressure in inflation of the lung and the role of tissue elasticity and surface tension in elastic recoil of the lung.
Describe the normal physiology and anatomy (where appropriate).
Describe normal physiology and anatomy: hematopoiesis, mature blood cells, bone marrow.
Describe the mechanism and consequences of quantitative and qualitative abnormalities of platelets.
Describe the nutrient-based dietary standard for Canada and the USA known as the Dietary Reference Intakes (DRIs).
Estimated Average Requirement (EAR)
The study of the sites and specific processes for the digestion and absorption of nutrients will provide an understanding of the functional units of the gastrointestinal system (from chewing and salivation in the mouth through to fecal excretion of unabsorbed food components) and the integration of muscular and enteric nervous system in the coordination and regulation of digestive activities.
Describe the normal flora at the most important non-sterile sites in the body.
Describe how sporadic and hereditary cancers arise from normal tissues.
Describe the determinants of intracellular fluid (ICF) and extracellular fluid (ECF) volume.
Describe and apply how the total amount of sodium in the body determines the volume of the intravascular space.
Explain the mechanisms responsible for maintaining blood pressure in the normal range.
Describe the main sites of potassium reabsorption in the nephron.
Describe the mechanisms by which GFR may be reduced in both acute and chronic kidney disease.
Describe and apply the role of the kidney in the metabolism and excretion of drugs.
Theme 1: Mood and affect regulation, including stress
When is it appropriate to measure drug levels?
Describe the nose (its walls , nasal septum, nasal lining, concha and meatus) , describe and identify paranasal sinuses (frontal, maxillary, ethmoidal and sphenoidal) , describe the nasoapharynx its walls and lymphoid tissues in the region.
Describe and identify lobes of the lung, bronchopulmonary segments, fissures and surface anatomy of the lung and the fissure
Describe surface anatomy and structure of the thoracic wall (ribs, costal cartilages, joints), intercostal spaces and muscles of breathing (intercostal muscles, diaphragm). Describe blood supply and innervations (intercostal neurovascular bundle) of the thoracic wall.
Understand basic embryology of the heart
Describe and identify major arteries in the body: aorta, head and neck arteries (carotid, vertebral) , upper limb arteries (subclavian, brachial, radial and ulnar) major abdominal and thoracic branches of aorta, common iliac arteries, external and internal iliac, lower limb arteries (femoral, popliteal, posterior tibial, dorsalis pedis)
Understand surface anatomy of the thyroid gland, its lobes and isthmus, location, blood supply (superior, inferior and thyroidi ima arteries) (superior, middle and inferior thyroid veins) and its relation to recurrent laryngeal and superior laryngeal nerves.
Understand surface anatomy of the abdomen and important landmarks.
Understand the portal system, sites of porto systemic anastomosis, portal hypertension (pre, intra and post hepatic).
Understand surface anatomy corresponding to the kidneys, ureters, bladder and urethra.
Identify the testes, epididymis, spermatic cord and how the testis descend during fetal life with a basic understanding of the inguinal canal. Describe the layers which cover both the testes and the spermatic cord. Identify the content of the spermatic cord and understand the course of the vas deferens.
Identify the ovary, its descent during fetal life and its blood supply, lymphatic drainage and innervation.
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
The Gastroenterology concepts include the physiology and pathophysiology of digestion, absorption and metabolism of macronutrients and micronutrients, the structure and function of the hepatobiliary system, gastrointestinal tract integrity and gastrointestinal autoimmunity. Additionally, these concepts provide an introduction to understanding the common disorders of the gastrointestinal tract and the hepatobiliary system. During this Foundation you will develop an understanding of the important elements of the structure and functional relationships in the gastrointestinal tract. By the end of the Foundation, you should have an understanding of the significance of the cardinal manifestations of gastrointestinal disorders.
Explain the structure, function and physiology of the urinary tract, kidney, nephron and glomerulus
Describe the pathogenesis and clinical significance of infection involving the urinary tract.
Describe the differentiation and development of white blood cells.
Explain the structure, function and physiology of the gastrointestinal tract.
Recognize the pituitary as the central control gland of the body.
Describe the anatomy and physiology of the parathyroid glands.
Explain the organization of the two major sensory systems of the spinal cord.
Differentiate peripheral versus central loss of sensation.
Homeostasis is the steady-state internal metabolic equilibrium the body requires to function optimally. Hormones are the chemical messengers through which body systems are controlled and integrated. Endocrinology encompasses all the hormonal regulatory mechanisms that are used to achieve and maintain homeostasis. Several different endocrine glands will be studied in turn with respect to their control mechanisms, secretory hormonal products and the effects of the hormones produced. It is important to realize, however, that the function of any one gland is affected by the others. By the end of this subunit, you will gain an understanding of the role of hormones and hormone systems in maintaining homeostasis as well as the pathology that can result from hormonal dysfunction or disease.
Describe the anatomy, histology and basic embryology of the thyroid gland.
Outline the structure and function of the adrenal gland.
Describe the structure and function of the endocrine pancreas, the role of glucose as a fuel, and the physiology of plasma glucose regulation, insulin synthesis and release.
Describe the enteral digestion, absorption and metabolism of macronutrients and micronutrients.
Describe the structure and function of the hepatobiliary system.
Describe an approach to assessment, investigation and management of patients with disorders of the hepatobiliary system.
Explain how the gastrointestinal mucosa functions as a barrier to the outside world of healthy microbes and pathogens.
Genetics and mucosal immunity play important and prominent roles in determining what organisms colonize the gastrointestinal tract.
Explain the structure, function and physiology of the urinary tract, kidney, nephron and glomerulus
Common presentations of drug toxicity
The principles of how drugs are handled by the body
The concepts of drug half life, volume of distribution, clearance, concentration at steady state, dosing intervals
Explain the basic science of gametogenesis, conception and implantation of pregnancy.
Describe the anatomy and histology, of the female and male reproductive system at different ages and stages of development.
Describe the embryology and physiology of sexual differentiation and explain the possible mechanisms involved in the presentation of ambiguous genitalia.
Recognize the complexity of the utero-placental unit.
Compare and contrast the anatomy of the male and female reproductive tract.
Basic principles of pharmacotherapy to improve adherence to drug therapies.
Examples of how compliance variability will influence clinical effects of drugs.
Mechanisms by which the kidney eliminates drugs from the body
Modification of drug dosing in the presence of renal dysfunction
Mechanisms for drug transport across the placenta and the role of the placenta in drug metabolism.
Issues relating to drug-induced teratogenicity.
Theme 1: Development, structure and function of the musculoskeletal system and interconnection with peripheral nerves.
Describe the anatomy associated with common soft tissue injuries and how abnormalities result in musculoskeletal problems.
Identify the facets which make up a joint and specifically what is synovial fluid and what role does it play in the joint.
Develop a basic approach to low back pain and explain its common causes and its investigation and management.
To provide a basic understanding of the structure and function of the nervous system and to introduce you to the various ways it is affected by common disorders.
Discuss the microscopic structure of muscle and the process of muscle contraction/relaxation.
Describe the structure of the neuron, axon, synapse.
Discuss the anatomy, physiological connections, and neurochemistry of basal ganglia.
Anxiety or panic.
Genetic influences.
Describe the mechanism of action of an oncogene and a tumour suppressor gene.
Explain modifiable and non-modifiable causes of cancer.
Basic mechanisms of cellular transformation and the characteristics of malignant cells.
The evolution of clonal populations of genetically abnormal cells, and the types of genes and mutations which cause malignancy.
Describe the factors that determine airway calibre (upper and lower), including autonomic control and chemical mediators of inflammation.
Describe the acute response of the respiratory system to inhaled material.
Explain the relationship between alveolar ventilation, gas exchange and the acid-base balance in the blood.
Review the basic embryology of the heart.
Describe the pathophysiology of atherosclerosis.
Explain the general principles of myocardial cell metabolism and know the determinants of myocardial oxygen consumption - MVO2
Describe the normal production and destruction of red blood cells
Describe the factors that control under and over production of red blood cells.
Describe the genetics and molecular structure of hemoglobin, its synthesis and how qualitative and quantitative abnormalities cause disease.
Explain the affinity of various hemoglobins for oxygen and other gases and how it impacts oxygen transport.
Describe the importance of the red blood cell membrane.
Describe the basic red blood cell surface antigens (ABO, Rh) and their importance in transfusion medicine.
Describe normal hemostasis.
Describe the triggers and steps involved in blood clot formation.
Describe the role of platelets.
Medication adverse effects and substance use.
Describe the physiological sequelae of sustained stress.
Explain the spectrum of “mind-body” somatic symptoms- from mood and anxiety disorders to painful somatic conditions like fibromyalgia.
Recognize normal parent-child attachment.
Discuss the general pharmacokinetic properties of psychotropic drugs, including volume of distribution, time to steady state concentration, and half-life.
Explain The relationship between stress and depression.
Recognize childhood and parenting factors associated with the development of typical and atypical attachment.
Describe the key features of psychosis.
Discuss the concerns for drug-drug interactions between different categories of psychotropic drugs.
Describe diagnosis and treatment considerations for common chronic diseases.
Describe the mechanism of disease (pathophysiology, pathology) as applied to each respirology theme (Drive to breathe; Respiratory pump and mechanics of breathing; Airflow obstruction; Lung defences, injury and inflammation; Gas exchange)
Explain the impact of hyper- or hypoventilation on arterial blood gas balance.
Identify the lung volumes that can be measured during spirometry and full pulmonary function.
Explain the application of the Dietary Reference Intakes (DRIs) in clinical practice, become aware of age-specific nutrient recommendations including the tolerable upper limit (TUL), acceptable macronutrient distribution range (AMDR), and understand where these may be modified during growth, and special physiological states such as infancy, adolescence and high intensity exercise.
Recommended Dietary Allowance (RDA)
Knowledge of the normal processes are key to understanding the abnormalities that occur in nutritional status when disorder of neuromuscular disorders, infections, allergies or enzyme deficiencies (e.g., pancreatic enzymes in cystic fibrosis) or metabolism of nutrients is interrupted by endocrine abnormalities (e.g., insulin resistance in obesity), leading to altered nutritional homeostasis.
Familiarity with reference standards for growth in infants and children produced by the Centre for Disease Control and Prevention in Atlanta in 2000 and adopted by Canadian health professional societies in 2003 as well as the World Health Organization Child (0-5 years) Growth Charts.
Investigation of the role of nutrition in disease prevention and treatment, students should explore the role of specific roles of bioactive nutrient and non-nutrient compounds and the potential for gene-nutrient interactions.
Describe the differences between and classify various types of pathogens (e.g. bacteria, viruses, fungi and parasites).
Distinguish sporadic and hereditary presentations of cancer.
Describe the role of renal blood flow, capillary hydrostatic pressure and capillary.
Describe the normal distribution of sodium, potassium and water in the ICF and ECF compartments.
Understand how the kidney conserves sodium appropriately during hypovolemic states, and inappropriately in the setting of congestive heart failure.
Explain the pathological consequences of hypertension on the brain, heart and kidneys.
Describe how potassium secretion by the kidney regulates the serum potassium concentration.
Describe how the body deals with an acid load with reference to: Buffer systems (bicarbonate, hemoglobin); Lungs (alveolar ventilation); Kidneys (net acid excretion).
Describe the role of the urinalysis in detecting the presence of glomerular disease.
Describe the relationship between arterial oxygen tension and release of erythropoietin.
Explain the mechanisms of action by which diuretics, beta blockers, ACE inhibitors, ARBs, and calcium channel blockers reduce elevated blood pressure.
Theme 2: The inter-relationship of mental and physical processes
What are the limitations of measured drug levels?
Describe the larynx its landmark and cartilages (thyroid, cricoid, arytenoid and epiglottis) , divisions (supra glotic, ventricle and infra glotic {subglotic}) , identify the vocal cords (true and false vocal cords), describe the innervation of the larynx (reccurent laryngeal nerve, superior laryngeal nerve)
Identify and describe the pleura, pleural cavity, visceral & parietal pleura, innervation of both layers (intercostal , phrenic, and visceral nerves), surface anatomy of the pleura, Identify Costodiaphragmatic (costophrenic) and costomediastinal recesses and suprapleural membrane
Describe and understand mechanics of respiration: inspiration (quiet inspiration, vertical diameter, AP diameter, transverse diameter, forced inspiration, expiration (quiet expiration, forced expiration) and lung changes on inspiration and expiration.
Fetal circulation and transition to neonatal circulation, basic congenital heart defect
Describe and identify the venous system and it's division: systemic, portal and vertebral venous system
Identify the parathyroid gland, its number, location, relation to the thyroid gland and its blood supply.
Describe and identify peritoneum (parietal and visceral layer), its reflection, omentum, ligaments and mesentery, greater and lesser sacs, intra peritoneal and retro peritoneal viscera , nerve supply of the parietal and visceral layers.
Describe and identify the fibrous capsule, perirenal fat, renal fascia and pararenal fat and understand their function.
Understand blood supply, lymph drainage and innervation of the testis.
Understand the peritoneal folds in the pelvis with a focus on the rectovaginal (rectouterine) pouch (pouch of Douglas) and uterovesical pouch. Identify the broad ligament, round ligament of the ovary (ovarian ligament) and round ligament of the uterus. Identify the mesosalpinx, mesovarium and suspensory ligament of the ovary.
Search for and organize essential and accurate research evidence.
Describe the response of the respiratory system to chronic inflammation.
Describe the mechanism of disease (pathophysiology, pathology).
Describe the physiology and structure of the vascular endothelium.
Describe the role of coagulation factors and the process of forming a fibrin clot.
Describe renal and bladder anatomy and visualize with an ultrasound.
Describe the classification of the types of white blood cells.
Describe the role of the microbiome in normal digestive physiology and pathology.
Describe normal gastrointestinal anatomy.
Describe the role of insulin in energy metabolism.
Describe the control of each of the hormones produced by the adrenal gland.
Differentiate between back pain, spine pain and radicular pain.
Describe the role of the basal ganglia in the control of movement.
Examine the anatomic and functional relationship between the pituitary and hypothalamus.
Outline the synthesis and secretion of thyroid hormones, the types of thyroid hormone and the feedback loops governing interactions between the pituitary gland and the thyroid gland.
Identify the role of vitamin D in calcium homeostasis.
To practice nutrition in medicine, it is essential to have a basic understanding of the biochemistry, physiology and pathophysiology of nutrients, the derivation and sources of recommended daily nutrient intakes (called Dietary Reference Intakes in Canada and the USA) and approaches to nutritional assessment. Many nutrients may have adverse effects if overconsumed – thus “more is not always better” - so there recommended upper intake levels of some nutrients have been set to prevent adverse health effects. The recommended ranges of intakes of essential nutrients are part of the Dietary Reference Intakes.
Describe the steps of digestion and absorption and roles of the key organs of the alimentary tract in these processes.
Enteral nutrition sustains the gastrointestinal flora and nourishes the individual.
Describe the anatomic and physiologic changes surrounding the onset and cessation of reproductive function in the male and female.
Explain the effect of 21-hydroxylase deficiency on adrenal pathways and apply it to an infant presenting with Congenital Adrenal Hyperplasia.
Explain the normal physiological adaptations to pregnancy.
Compare and contrast the normal sexual response of the adult male and female.
Identify basic musculoskeletal and neurological anatomical structures in the limbs.
Theme 2: Mechanical dysfunction, degenerative joint disease. Bone physiology, healing and mineralisation.
Explain the homeostatic mechanisms which maintain the joint and the joint capsule.
Identify that there are many triggers to inflammation and factors that mediate it.
Recognize the major milestones for gross motor development.
Review the basic organization of the cerebral hemispheres.
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Apathy and withdrawal.
Brain development and function.
Describe how cellular proliferation and death are regulated.
Explain how cancer risk is influenced by genetic factors.
Examples of genetic pathways of mutation causing cancers to develop, such as CML, retinoblastoma, hereditary breast & ovarian cancer, colorectal cancer.
Explain the basic pathophysiology of the diseases which result in airway obstruction (upper and lower airway).
Describe the oxyhemoglobin and CO2 dissociation curves.
Explain the transition from the fetal to the neonatal circulation and the most common types of congenital heart defects.
Recognize the structure of myocardial cells and the mechanism by which they contract.
Describe the response of the cardiovascular and respiratory systems to too many red blood cells and too few red blood cells.
Describe the normal production and destruction of hemoglobin.
Describe the role of iron, folic acid and vitamin B12 in hematopoiesis.
Describe the oxygen dissociation curve and the factors that affect it.
Describe the mechanisms and consequences of coagulation factor deficiencies.
Describe the pathogenesis of venous thromboembolic disease.
List the hormones produced by the pituitary and explain their effects on body function.
Explain the physiological function of thyroid hormone, including its effects on basal metabolic rate.
Identify the diurnal pattern of adrenal cortex secretion, as well as the effect of stress on adrenal function.
It is important to be able to outline investigations of adrenal function and the management of patients with adrenal dysfunction.
Explain the interplay among the major systems involved in maintaining calcium homeostasis including the parathyroid glands, the kidneys, the digestive system and the bony skeleton.
Explain the classification, epidemiology, diagnosis and pathophysiology of diabetes mellitus.
Students will be able to outline the long-term effects of diabetes mellitus, as it affects the eye, the kidney, sexual function, the cardiovascular system and peripheral nervous system as well as the effects of diabetes on lipid metabolism.
Describe factors that play a significant role in maintaining gastrointestinal mucosa integrity.
Describe the maternal-fetal unit as it pertains to normal pregnancy and be able to identify factors that influence this unit.
Explain the impact of mutations of the androgen receptor on sexual phenotype.
Explain the mechanism of conception and the factors that influence it.
Discuss common developmental abnormalities of the musculoskeletal system in a child.
Describe the concept of tendons vs. ligaments and how their structures and roles differ.
THEME 3: Inflammatory arthritis and systemic inflammation.
Describe how the immune system is closely tied in with many disease entities affecting the musculoskeletal system. Central concepts include inflammation, the adaptive and innate immunities and Th1 and Th2 factors.
Differentiate between inflammatory and mechanical back pain.
Differentiate inflammatory myopathies, metabolic myopathies, congenital structural myopathies, and dystrophies.
Anger and violence.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Early life experiences.
Describe what is required for a cancer cell to metastasize, and how this impacts treatment approaches.
Describe the principles of cancer screening?
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Explain the effects of airflow obstruction on the respiratory tract, lung mechanics and gas exchange. Use this knowledge to explain the symptoms and signs with which the patient with lower or upper airway obstruction presents.
Describe the main respiratory pathogens in community and hospital-acquired lung infections along with their major distinguishing features.
Explain the effect of the distribution of ventilation and perfusion within the lungs on gas exchange, and what is meant by the terms "shunt" and "dead space"
Explain electrical impulse generation in cardiac pacemaker cells and how it is propagated through myocardial cells.
Describe the pathophysiology behind common clinical presentations of atherosclerotic disease including stable angina, unstable angina and myocardial infarction (including complications of acute myocardial infarction).
Describe Wigger's diagram as a way of understanding the hemodynamic changes that occur in each of the cardiac chambers during the cardiac cycle.
Develop a conceptual approach to diagnosis of anemia and polycythemia.
Describe the destruction of hemoglobin and bilirubin metabolism especially in relation to hemolytic disorders.
Describe the role of hemoglobin in oxygen transport.
Describe the pathogenesis of bleeding disorders.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Explain the role of the HPA Axis in stress-related medical conditions with psychiatric sequelae.
Identify the treatment and side effects of bipolar disorder, mania and depression.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Explain the possible mechanisms responsible for the symptoms described by the patient: dyspnea, cough, wheeze, sputum production.
Recognize some of the common clinical situations where alteration in drive to breathe is manifested: altitude, intentional or anxiety driven hyperventilation, chronic CO2 retention in COPD, sleep apnea, and opiate use.
Explain the pathophysiology of some of the common disease processes affecting the respiratory pump (upper airway, neuromusculature, lower airways and lung parenchyma).
A basic understanding of the upper intake levels of nutrients to prevent adverse health effects.
Adequate Intake (AI)
Explain the overall structure of the immune system.
Identify which members of a family might be at increased risk for hereditary cancer.
Describe and the relationship between serum creatinine and GFR.
Define osmolality.
Illustrate the mechanisms by which the kidney may excrete a dilute versus concentrated urine.
Explain the mechanisms responsible for essential and secondary hypertension.
Describe the role of the following in the secretion of potassium by the kidney: aldosterone activity and tubular flow rate
Describe the kidney's role in acid base balance with reference to: Reclamation by the kidney of filtered bicarbonate and acid excretion via the glutamine-ammonium system
Describe the role of erythropoietin in the maintenance of a normal hemoglobin.
Describe the mechanisms of the anemia observed in patients with advanced chronic kidney disease or end stage renal disease.
Understand the mechanism of action of ace inhibitor drugs and angiotensin receptor blocking drugs, how to use these drugs in patients with renal failure and the side effects of these agents.
Theme 3: The relevance of past/early experiences to mental health and illness and development
Describe the trachea, its anatomic relations and surface markings, bifurcation and carina
Understand and describe the blood supply (bronchial artery and vein, pulmonary artery and vein), lymph drainage and nerve supply of the lungs
Understand the mediastinum, its divisions (superior, inferior, anterior, middle and posterior), content and surface anatomy
Identify and understand the adrenals, its location, divisions (cortex and medulla), blood supply and innervations.
Understand parietal VS visceral pain.
Understand the renal cortex, medulla, renal pyramids, renal papilla, renal columns.
Understand the descend of the testes and the formation of inguinal canal with a focus on direct and indirect inguinal hernia.
Identify the fallopian tube (uterine tube) its parts (infundibulum, with its fimbriae, ampulla, isthmus and intramural or intrauterine part) and its function. Identify both abdominal and uterine ostium and understand how the peritoneal cavity is an open cavity in female and its role in pelvic inflammatory diseases. Understand how ectopic pregnancy can happen in the fallopian tube and in the peritoneal cavity.
Explain the possible mechanisms responsible for the symptoms described by the patient: chest pain, dyspnea, palpitations, syncope, claudication.
Describe the physiology and structure of platelets.
Explain the pathophysiology and clinical presentation of dementia.
Describe normal renal pathology.
Describe the roles of neutrophils, monocytes, and lymphocytes.
Describe the role of foods and nutrients in the prevention and management of chronic disease, with a focus on type 2 diabetes, atherosclerotic cardiovascular disease, and some cancers.
Describe normal gastrointestinal histology.
Describe hormones, their structure, and their role in homeostasis.
Describe the course of normal pregnancy and common causes of deviation from this course.
Contrast upper versus lower motor neuron dysfunction.
Recognize signs of basal ganglia dysfunction.
Estimated Energy Requirement (EER)
Describe an approach to determining nutritional status. This should include assessment of growth, body composition and biochemical measures of nutritional adequacy.
Demonstrate the role of the sodium ion in determining the osmolality of the ECF and its clinical manifestations.
Describe the relationship between total body water and the serum sodium concentration.
Explain the mechanisms responsible for elevation of blood pressure in the setting of renal artery stenosis.
Describe the relationship between pH and hydrogen ion concentration.
Understand the endocrine functions of the kidney:
Understand the nephrotoxic potential of some classes of therapeutic medications.
Explain the risks, benefits and limitation of genetic testing for hereditary cancer.
Theme 4: Perception and thought processes
Describe the principal bronchi (superior, middle and inferior lobar bronchus), bronchial tree
Describe the pericardium , its layers (fibrous and serous pericardium), layers of serous pericardium (parietal and visceral layer), identify the pericardial sac
Identify the pituitary, its divisions, location (sella turcica), and relation to cranial nerves (optic, oculomotor, trochlear, trigeminal and abducent nerves).
Basic understanding of the mouth. Describe and understand anatomy of the pharynx, its divisions (nasopharynx, oropharynx, laryngopharynx) and swallowing.
Understand the structure and function of the renal pelvis, major and minor calyces and renal papilla.
Understand the seminal vesicles, its duct and the ejaculatory duct.
Identify the uterus, its parts (fundus, body and cervix), position (version and flexion), layers of the uterus, blood supply, lymphatic drainage and innervation of the uterus.
Explain the physiological response of the body (heart, lungs and blood) to increased demand for oxygen during exercise and at high altitudes.
Explain the concept of pulmonary compliance and airflow obstruction as it affects the function of the respiratory pump.
Describe the role of the coagulation factors.
Describe the response of the cardiovascular and respiratory systems to venous thrombosis.
Describe the response of the cardiovascular and respiratory systems to bleeding.
Describe the pathophysiology that leads to white cell malignancies.
Explain the relationship between hormones and their receptors.
Explain the pathogenesis of diabetic ketoacidosis (DKA) and its management.
Explain the mechanisms of action of methods by which conception and pregnancy can be prevented.
Explain the pathophysiology and clinical presentation of Parkinsonism.
Describe the most common pathologies associated with pituitary hormone systems including acromegaly and hyperprolactinemia.
Explain the laboratory abnormalities and clinical manifestations seen in thyroid dysfunction.
Summarize the clinical manifestations of excess or inadequate production of adrenal hormones, especially with respect to glucocorticoids and catecholamines.
Define osteoporosis and list secondary causes for this condition.
By the end of the gastrointestinal and nutrition subunit you should have covered the following areas and be able to perform the tasks outlined in this list:
Explain how disruption in any of these factors are significant in the development of many diseases including peptic ulcer disease, celiac disease, infectious and inflammatory bowel diseases in addition to potential roles in diabetes or other autoimmune diseases.
Explain the concept of glomerular filtration rate and renal clearance of solutes, drugs and toxins.
Explain the initiation and propagation of normal labour and delivery.
Define a teratogen.
Describe how these disorders (developmental abnormalities of the musculoskeletal system) may affect the child through all stages of life.
Describe the constituency of cartilage and how it interacts with synovial fluid.
Describe the scope and multi-system nature of many autoimmune musculoskeletal diseases.
Theme 4: Spinal pathologies; Weakness (transition to the neurology subunit)
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Understand common pain syndromes including an understanding of social and other factors that contribute to the complexity of these disorders.
Identify the anatomy and describe the physiology of the neuromuscular junction.
Recognize the anatomy and physiology of the eye; cones, rods, eye ball, optic nerve.
Recognize major cerebral blood vessels.
Perceptual disturbances.
Physical health.
Understand the major drug classes used to treat diseases studied in brain and behaviour, their mechanisms of action; indications and adverse effects: benzodiazepines; SSRI / SNRI/ TCA ; First- and second-generation antipsychotics.
Explain the basis of cancer diagnosis and prognosis.
Describe imaging modalities used to stage cancer.
Explain the basic pathophysiology of the diseases which result in disturbances in gas exchange.
Explain the concepts of afterload and preload (Frank-Starling relationship) and their effects on ventricular performance.
Describe the role of red blood cells as the carrier of hemoglobin
Recognize the role of the sympathetic and parasympathetic nervous system in producing physical symptoms associated with psychiatric syndromes.
Describe the concept of impairments in level of consciousness and the relationship to: arousal, attention, memory and concentration.
Explain the effects of mood stabilizers and antipsychotic medications on metabolic disturbances.
Describe the infections that patients with common forms of immunodeficiency are at risk of acquiring.
Identify a patient centered approach to care for individuals with chronic illnesses.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Demonstrate synthesis of clinical knowledge gained throughout the Pre-Clerkship Curriculum in Rapid Fire Cases
Describe the mechanism of action for the drugs used in the treatment of Parkinsonism.
Discuss the mechanisms and consequences of cerebral ischemia.
Describe the cognitive distortions seen in depression.
Describe the sequelae associated with adverse childhood experiences.
Explain the use of naltrexone as an anti-craving therapy for alcohol use disorder.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Use reference standards for growth to assess over and under nutrition based on percentile for weight, height and body mass index (BMI).
Describe the molecular mechanisms at play in vaccines, the diseases vaccines are used to prevent, and the rationale for the recommended immunization schedules.
Describe current protocols and practices for the management of common hereditary cancers, understanding how the principles of cancer screening apply to these early detection and prevention programs.
Describe the pathogenesis and clinical significance of infection involving the urinary tract.
Understand the mechanism by which a change in serum osmolality produces a corresponding change in ICF volume.
Explain the mechanisms of action by which diuretics, beta blockers, ACE inhibitors, ARBs, and calcium channel blockers reduce elevated blood pressure.
Employ an approach to metabolic acidosis including using the anion gap to solve clinical problems.
Understand the concept of anion gap and how it pertains to metabolic acidosis.
Describe how parathyroid hormone and vitamin D act on the gastrointestinal system, bone, and kidney to regulate serum calcium and phosphate balance.
Theme 5: Principles of psychcopharmacology
Understand the intrapleural pressure and normal mechanics of lung inflation and deflation.
Understand and indentify surface anatomy of the heart, its surfaces (anterior, diaphragmatic, posterior) and borders (right, inferior and left borders) , anatomic structure of cardiac chambers: right atrium (openings into the right atrium), right ventricle, left atrium (openings into the left atrium) and left ventricle, understand and describe atrial (inter atrial) septum and ventricular (inter ventricular) septum, structure of the heart, AV valves (tricuspid and mitral) & semilunar valves (pulmonary and aortic)and their surface anatomy
Describe and understand the esophagus, its sphincters (upper and lower esophageal sphincters), innervations, blood supply with a focus on porto systemic anastomosis and esophageal varices.
Understand the arterial supply of the kidneys (renal arteries, segmental arteries, lobar arteries, interlobar arteries, arcuate arteries, interlobular arteries and afferent glomerular arterioles.
Identify and understand the prostate, its lobes, blood supply, lymphatic drainage and innervation.
Understand support of the uterus with a focus on pelvic floor muscles (pelvic diaphragm), transverse cervical (cardinal), pubocervical and sacrocervical(uterosacral) ligaments.
Describe how the mechanics of breathing are disturbed in examples of obstructive and non-obstructive (“restrictive”) diseases.
Describe the role of the fibrinolytic system.
Recognize the most common types of white cell malignancies.
Describe the physiology, pathophysiology, clinical presentation, investigation and treatment of conditions related to the following endocrine glands or conditions: Diabetes mellitus; Pituitary; Thyroid; Adrenal; Parathyroid.
Describe the microvascular and macrovascular complications of diabetes mellitus.
Describe the histology of bone and the hormonal regulation of its cellular components.
Describe the anatomy of optic nerve and optic chiasm.
Describe the treatment of thyroid disease.
Describe Cushing Syndrome, its causes and its manifestations.
Explain the possible underlying mechanisms of edema, hypertension, oliguria and renal insufficiency and apply them to clinical presentations.
Explain the hypothalamic pituitary ovarian axis as it pertains to the normal menstrual cycle and identify the factors that influence this hormonal axis.
Explain the process of gametogenesis.
Explain the relevance of Polycystic Ovarian Syndrome in terms of its impact on endocrine, cardiovascular, cancer and fertility risks.
Explain the structure and development of bone, particularly the concept of the epiphyseal plate.
Explain how mechanical abnormalities affect function.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Discuss rheumatic disorders, including vascultis and myopathies, that present with overlapping neurological symptoms.
Recognize the presentation and articulate the management of neuromuscular junction disorders.
Abnormal beliefs.
Socio-economic situation.
Describe the role of surgery, radiation and systemic therapy in the management of cancer.
Interactions of environmental risk factors and genetic predisposition in common cancers.
Discuss the concept underlying Adult Respiratory Distress Syndrome (ARDS) and some of its most common causes.
Describe the key electrophysiologic principles behind the genesis of the electrocardiogram (EKG) and the electrocardiographic changes that can occur in selected cardiac disorders.
List and describe treatment options for diabetes mellitus.
Explain the primary mechanisms responsible for hypernatremia, hyponatremia, hyperkalemia, hypokalemia and metabolic acidosis and apply them to clinical presentations.
Explain the factors that influence fertility in both the males and females.
Describe the embryological development of normal fetal sexual differentiation and explain the possible mechanisms involved in the presentation of ambiguous genitalia.
Compare and contrast warfarin and low molecular weight heparin to illustrate the effects of a teratogen on the developing fetus.
Describe the normal menstrual cycle.
Describe fractures in children and contrast these to fractures in adults.
Discuss degenerative musculoskeletal diseases.
Explain the basic pathophysiology and common clinical presentations of multiple sclerosis.
Identify the structures that comprise the limbic system and recall their basic functions.
Disorientation and memory disturbance.
Describe the consequences of disseminated cancer.
Explain the mechanisms behind the development of the major atrial and ventricular arrhythmias, including the role of "re-entry".
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Explore the benefits and side effects of benzodiazepines and stimulant medication use.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Describe the role of diet in the pathophysiology of disease and the therapeutic benefits of specific nutrients and dietary practices.
Understand the mechanisms by which a change in the total amount of sodium in the body leads to a change in ECF volume.
Be able to calculate the anion gap and use this calculation to solve clinical problems.
Describe how the glomerulus functions as a physiologic barrier to the excretion of protein in the urine. Diabetic nephropathy is a common example of this type of process and the treatments used in diabetes to reduce proteinuria will help you to understand glomerular hemodynamics.
Describe and apply the paradigm of pre-renal, renal and post-renal processes that can lead to acute kidney injury.
Be aware of genetics techniques used for cancer diagnosis.
Understand how haemothorax, pneumothorax, pleural effusion, tension pneumothorax can occur.
Describe the arterial supply and venous drainage of the heart
Describe and identify the stomach, its curvature, muscles, parts (fundus, body, pyloric antrum), pyloric sphincter, blood supply, lymph drainage and nerve supply of the stomach.
Understand the venous and lymphatic drainage as well as the innervations of the kidney.
Describe the penis (root, body, glans penis and prepuce or foreskin) corpus cavernosum and corpus spongiosum. Identify bulbouretheral glands (cowper's glands), blood supply lymphatic drainage and innervation of the penis.
Understand the vagina, its fornices, layers, blood supply, nerve supply and lymphatic drainage.
Discuss the following electrophysiological concepts surrounding excitable cells: 1) resting potentials, 2) post-synaptic potentials, 3) action potential generation and propagation in unmyelinated and myelinated neurons.
Identify the clinical symptoms of stroke.
Explain how the immune system responds to infection.
Develop an overall approach to weakness, leading into the neuroscience subunit.
Explore the role and safety of dietary supplements, and the application and regulation of health claims on food and supplement labels in relation to specific diseases.
Understand how the characterization of molecular changes in cancers and tumours can lead to the development of targeted therapies and improve treatment outcomes.
Describe and understand innervation of the heart, conduction system and cardiac pacemaker
Describe and understand the small bowel, its length and divisions: duodenum, parts (first, second, third and fourth), duodenal cap or bulb, openings into the duodenum, duodenojejunal junction, ligament of Treitz, blood and nerve supply and its lymph drainage.
Understand the development of the common congenital anomalies of the kidney.
Understand mechanism of erection and ejaculation.
Understand external genitalia in female with a focus on labia majora and minora, hymen, clitoris their innervation, blood supply and lymphatic drainage. Identify paraurethral glands (Skene glands) and Bartholin glands (greater vestibular glands).
Explain the consequences of nerve trauma.
Describe the interplay between nutrition and endocrine disease.
Describe the mechanism of action, the efficacy and adverse effects of Non-Steroidal Anti-Inflammatory Drugs (NSAIDs) and acetaminophen particularly with respect to their role in managing osteoarthritis.
Elicit the relevant history for renal disease
Describe the role of prenatal diagnosis in pregnancy.
Describe the Hypothalamic / Pituitary / Ovarian / Uterine axis and how it influences the menstrual cycle.
Explain the various modalities used in prenatal screening tests and in prenatal diagnostic tests and compare and contrast their sensitivity, specificity and their risks and benefits.
Review recent developments in immunotherapy.
Discuss the anatomy and physiology of the ear and auditory system.
Recall major normal neurodevelopmental milestones in child development.
Pain or other forms of somatic distress.
Describe common oncologic emergencies.
Recognize non-coronary atherosclerosis, and what clinical syndromes that may result as a consequence of atherosclerotic involvement of the peripheral vascular system.
Explain the assessment of cardiac pump function using diagnostic tests.
Describe the pathophysiology and clinical presentation of congestive heart failure.
Recognize the clinical signs that suggest limbic system dysfunction.
Explain the management of the polytrauma patient utilizing the ATLS algorithm.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe the pathophysiology and management of shock.
Describe and understand the jejunum and ileum, their features, ileocecal junction and valve, blood and nerve supply and its lymph drainage.
Identify the ureter, its length, division, and the three sites of constrictions along its course.
Explain the clinical presentation and pathophysiology of length dependant neuropathies.
Explain bone physiology and histology and its role as a structural frame.
Differentiate between central and peripheral hearing loss.
Conduct a physical examination appropriate to the clinical problem presented
Conduct a reproductive history and complete a male and female reproductive examination.
Define menopause and explain the physiological process that occurs from the transition of a reproductively capable woman to a menopausal woman.
Describe concepts of bone quantity and bone quality and how these are measured.
Explain how the brain protects itself against infection.
Maladaptive behaviours.
Describe the principles of pain and symptom management in cancer.
Describe the normal anatomy of the atrioventricular and semilunar valves and how they function.
Devise hypotheses regarding the mechanisms responsible for the patient's complaint.
Identify the factors that affect fetal growth and development.
Explain the potential health risks for a menopausal woman.
Discuss bone’s role in homeostasis in conjunction with other organ systems.
Identify major structures in the brainstem and recall their basic functions.
Review the genetic concept of trinucleotide repeats and anticipation.
Recurrent interpersonal problems.
Explain the concepts of “pressure overload” and “volume overload” as they pertain to valvular disease.
Differentiate encephalitis from meningitis.
Identify and describe the large bowel , its length and divisions: cecum, appendix, ascending and descending colon, transverse and sigmoid colon, rectum and anal canal. Understand gross differences between large and small bowel. Blood, nerve supply and lymph drainage of the large bowel with a focus on porto systemic anastomosis at the anal canal.
Identify and describe the arterial supply of the ureter, venous and lymphatic drainage and its innervation.
Understand internal and external anal sphincters with puborectalis sling and mechanism of defecation.
Describe the urinary bladder its location, neck and surfaces (posterior (base), superior, and inferolateral surfaces).
Describe some basic concepts surrounding brain tumor development.
Choose and then analyze laboratory tests which would permit you to investigate systematically each of your hypotheses.
Describe the mechanisms of normal labour and the puerperium period.
Recognize the impact of menopause on quality of life.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Define seizures, epilepsy, and status epilepticus.
Addiction.
Describe the pathophysiologic consequences and clinical presentations of the common types of valvular lesions.
Develop a mechanism-based approach to the management of congestive heart failure, cardiomyopathy and valvular lesions.
Describe the factors that effect immediate post-partum bleeding and the physiologic response to accommodate for hemorrhage in the mother.
Describe less common metabolic bone diseases which help one learn about normal bone.
Describe the normal anatomy and function of the pericardium and the pathophysiology of cardiac tamponade.
Explain the mechanisms of action of diuretics, ACE inhibitors, and angiotensin receptor blocking (ARB) agents and apply them to appropriate clinical scenarios.
Understand the mucous membrane of the bladder, trigone, muscular coat of the bladder (detrusor muscle) and the internal sphincter (sphincter vesicae).
Explain the nephrotoxic potential of certain drugs.
Identify and understand right colic (hepatic) flexure , left colic (splenic) flexure , paracolic gutters, subphrenic spaces, and peritoneal pouches in the pelvis.
Understand the arterial supply, venous and lymphatic drainage of the bladder.
Identify the role of the health care provider in decreasing blood loss at delivery.
Explain how bone repairs.
Describe the mechanism of action for the drugs that are frequently used in the treatment of seizures.
Identify the pancreas its divisions, ducts (major and minor duct), blood, nerve supply and lymph drainage.
Describe and understand innervation of the bladder with a focus on mechanism of micturition.
Describe the anatomy of the female breast as related to lactation.
Describe the basic anatomical substrate of memory.
Explain the physiology of normal lactation and the benefits of breastfeeding.
Identify the liver, its lobes, ligaments. Its blood, nerve supply and lymph drainage.
Identify the external sphincter (sphincter urethrae) and urethral meatus. Understand the different parts of male urethra (prostatic, membranous, spongy (penile) urethra) and the differences between male and female urethra.
Identify the gall bladder, its division and function, blood, nerve supply and lymph drainage .
Explain the transition from fetus to newborn.
Describe the mechanism of thermoregulation in the newborn.
Identify and understand the biliary tree (right and left hepatic duct, common hepatic duct, cystic duct, common bile duct), major and minor duodenal papilla, ampulla of Vater and sphincter of Oddi.
Global Objectives
Upon completion of this problem, students should be able to explain cardiac electrical impulse conduction.
Upon completion of this problem, students should be able to describe hematopoiesis.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students should be able to discuss features and causes of urinary tract infection and types and etiology of kidney stones.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, students will be able to explain how skin forms an integral component of the immune system and the consequences of breaches in this barrier. They will be able to describe the composition of normal host flora, the classification of bacteria and explain how these bacteria can lead to infections, such as those at surgical sites, especially when facilitated by the presence of prosthetic material.
Upon completion of this problem, students will be able to describe the normal immune system response to infection as well as how chemotherapy can cause myelosuppression.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Described the respiratory centre, its role in regulating ventilation and the factors that control it.
Upon completion of this problem, students should be able to explain the role of the neuromusculature in respiratory pump function.
Explain the most common mechanism of arrhythmogenesis: re-entry
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this problem, students should be able to explain the mechanisms of anemia.
Upon completion of this case, students will be able to describe the basic anatomical structures of the lower limbs.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the cardiac cycle, the mechanisms of myocardial contraction and the pathophysiology of congestive heart failure.
Upon completion of this problem, students should be able to describe the mechanism of swallowing and function of the stomach in digestion.
Upon completion of this problem, students will be able to describe the concept of V/Q mismatch and shunting and how it causes hypoxia.
Upon completion of this problem, students should be able to explain fluid homeostasis in the human body and apply this to clinical problems, specifically how it is disrupted in nephrotic syndrome.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
At the completion of this problem, students should be able to define sepsis and describe the pathophysiology of septic shock. They should be able to identify the diagnostic work up and management of someone with sepsis and articulate the process of antimicrobial selection in such cases.
Upon completion of this problem, students will be able to describe the gross anatomy of the upper limb, including bones, muscles and nerves. They will know the functions of the key nerves of the upper limb.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Explain the pathophysiology and consequences of upper airway obstruction.
Upon completion of this problem, students will demonstrate an understanding of the physiology and pathophysiology of gastric acid secretion. The factors that support and disrupt gastroduodenal mucosal integrity should be identified and explained.
Upon completion of this problem, students should be able to describe the mechanism of hypoxia in alveolar inflammation.
Upon completion of this problem, students should be able to describe how the structure of hemoglobin impacts on its role in oxygen transport. They should also be able to explain the genetics of autosomal recessive conditions.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Upon completion of this problem, students should be able to describe the pathophysiology of atherosclerosis and its relationship to cardiovascular disease.
Upon completion of this case, students should recognize that pharyngitis is a common community-acquired viral infection usually caused by viruses and passed among close contacts either by direct contact or via droplet transmission. They should identify how viruses cause infections in the human host and the immune response to such invasion.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to explain and apply the mechanisms which regulate blood pressure homeostasis as well as the pathophysiology and approach to essential hypertension.
Upon completion of this problem, students should be able to describe the factors that influence airway luminal diameter, and the key aspects of allergic mediated inflammation.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students will be able to integrate the various branches of the immune system and be able to identify when to initiate an immunodeficiency work-up.
Upon completion of this problem, students should be able to explain the pathophysiology of the acute coronary syndromes.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students should be able to explain the role of platelets in hemostasis and thrombosis.
Upon completion of this problem, students should be able to explain the mechanics of lower airway obstruction.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students should be able to explain how the renin angiotensin aldosterone system impacts blood pressure homeostasis and apply these principles to the development, manifestations, and treatment of acute hypertension in a young person.
Upon completion of this problem, students should be able to explain the potential complications of acute myocardial infarction.
Upon completion of this problem, students will understand the anatomy and biomechanics of the knee, and explore the mechanisms and pathology of lesions affecting the components.
Upon completion of this problem, students will be able to describe the concept and importance of normal parent-child attachment.
Upon completion of this problem, students should be able to describe how volume overload affects myocardial function.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis including ethical issues with social issues and chronic drug use.
Upon completion of this problem, students should be able to explain the impact of chronic hypoxia on the cardiopulmonary circulation.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students should be able to describe the pathogenesis and progression of HIV infection and the role the virus plays in causing long-term immunosuppression. Students will be able to describe how long-term immunosuppression can result in opportunistic infections.
Upon completion of this problem, students should be able to describe the role of Von Willebrand Factor in hemostasis and its function in relation to the coagulation cascade. The student should be able to describe causes of variable expression of Von Willebrand disease.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to explain metabolic acid base equilibrium and be able to recognize the mechanisms leading to metabolic acid-base disorders.
Upon completion of this problem, students should be able to explain how disruption of the alveolar capillary membrane affects gas transfer in the lung.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will be able to describe the concept of normal and abnormal childhood behaviour.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students should be able to describe how pressure overload affects myocardial function.
Upon completion of this problem, students will be able to discuss sexually transmitted infections.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students should be able to explain the role of the alveolar-capillary membrane in gas exchange.
Upon completion of this problem, students should be able to describe the role of coagulation factors in secondary hemostasis. Students should be able to assess the risk to family members of an individual with an X-linked condition.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will expand on the material learned in the previous case to be able to use laboratory values to calculate patients’ compensatory responses to metabolic acid-base disorders.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students should be able to describe the mechanisms by which cardiomyopathy leads to decompensated heart failure.
Upon completion of this problem, students will be able to describe the fundamentals of the concept of psychosis and will have begun to explore psychotic disorders.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students should be able to describe how long-term immunosuppression can result in opportunistic infection and increase the risk of developing malignancy.
Upon completion of this problem, students should be able to explain the impact of poor perfusion on kidney function and apply that to the development of acute kidney injury, and recognize the importance of Traditional Medicine Ceremonies for healing.
Upon completion of this problem, students will be able to describe the anatomy and physiology of the biliary system and outline the pathophysiology of stone formation in various organs.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Upon completion of this problem, students should be able to describe coagulation and mechanisms of thrombosis.
Upon completion of this problem, the students will be able to describe delirium and altered states of consciousness.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, students will be able to describe the anatomy and physiology of the adrenal gland. Students will be able to summarize the physiological role of catecholamines and the consequences of catecholamine excess.
Upon completion of this problem, students should be able to describe the normal fetal circulation and explain how disrupted blood flow patterns can lead to cyanosis and organ dysfunction.
Upon completion of this problem, the student should be able to define the terms “primary, secondary, and tertiary prevention” as they relate to cancer. Students should be able to describe the characteristics of an effective population screening program and the mechanisms by which screening can reduce the burden of cancer.
Upon completion of this problem, students should summarize the causes, presentations and renal manifestations of intrinsic causes of acute kidney injury particularly an allergic reaction.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students should be able to describe the pathophysiology and consequences of chronic inflammation in the bowel, including the pathogenesis of short bowel syndrome in patients with Crohn’s disease.
Upon completion of this problem, students will be able to describe the regulation and function of the hypothalamic-pituitary-adrenal axis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, the student should be able to discuss the assessment and management of the complications of chronic kidney disease and to illustrate the constraints faced by these patients recognizing the need to modify medication regimens in the face of declining renal function. Students should be able to assess the risk to relatives of a person with an autosomal dominant condition.
Upon completion of this problem, students should be able to identify and describe mechanisms of compensation and eventual failure of cardiovascular responses to sudden volume loss. Additionally, students should be able to connect and describe the consequences to and responses of other organ systems (renal, hematologic) to acute volume loss and hemodynamic compromise
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this problem, students should be able to outline the anatomic structure and function of the colon (large intestine). Students will also be able to discuss the pathogenesis of gastroenteritis and the public health approaches to its control.
Upon completion of this problem, students will be able to describe the role and characteristics of a personality disorder and its effect on psychosocial functioning.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students will understand vitamin D physiology, consequences of deficiency, and osteomalacia.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should be able to discuss and identify normal and delayed neurodevelopment in childhood.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students should be able to describe the fundamentals of normal cardiac anatomy and physiology along with the key elements of the electrical conduction system. Students will be able to describe the cardiac cycle and electro-mechanical interactions in the normal heart.
Upon completion of this problem, students will be able to describe the role of the kidney in electrolyte homeostasis and develop an approach to electrolyte abnormalities.
Upon completion of this problem, students should be able to discuss the actions of testosterone and dihydrotestosterone on embryological development and sexual differentiation.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students should be able to discuss the role of adjuvant chemotherapy and surveillance in at risk patients after surgery. Students will describe the metastatic cascade and explain why some cancers metastasize preferentially to certain sites.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students should be able to describe cancer-directed and non-cancer-directed treatments in the management of metastatic cancer. Students should be able to explain the need for urgent treatment in some instances of incurable cancer.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to outline the hormonal abnormalities involved in Multiple Endocrine Neoplasia Type 1 (MEN 1) and review the genetics of proto-oncogenes and tumour suppressor genes.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Abnormal Uterine Bleeding (AUB)
Prevalence of Abnormal Uterine Bleeding. Impact of Abnormal Uterine Bleeding (AUB) on Women. Clinical, Economic, and Lifestyle. Pathogenesis of AUB. A brief look at causality. Investigation and treatment of women with AUB. What to do, when to do it.
Active Large Group Session: Acid Base Disorders
Respiratory acidosis. Metabolic acidosis. Respiratory Alkalosis. Metabolic Alkalosis.
Active Large Group Session: Acute and Chronic Pain
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Antibiotic Prescribing
Active Large Group Session: Approach to Pulmonary Function Tests
What are Pulmonary Function Tests? Noninvasive measure of lung volume, capacity, flow rates and gas exchange.
Active Large Group Session: Approach to the chest x-ray
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Autoimmunity
Active Large Group Session: Blood Gases and Electrolytes
Active Large Group Session: Clinical Pharmacology
Provide an introduction to the field of clinical pharmacology and therapeutics. To discuss what will be covered throughout the MD Program curriculum. To discuss pharmacodynamics and pharmacokinetic concepts.
Active Large Group Session: EKG Practice Session
Active Large Group Session: End-of-Life Care
Active Large Group Session: GI-GU-Pelvic Imaging
Essentials of gastrointestinal and gynecologic imaging.
Active Large Group Session: Growth: Hormonal Considerations
Active Large Group Session: Hepatobiliary system
Understand the two major physiological functions of the hepatobiliary system. Secretory and excretory functions of the liver. Control of energy metabolic function of liver. Examine measures of hepatobiliary function and dysfunction. Review examples of hepatobiliary disease.
Active Large Group Session: Inflammatory Arthritis
Active Large Group Session: Intro to Oxygen Delivery
Why do we need Oxygen? How do we use Oxygen? How do we get Oxygen?
Active Large Group Session: Intro to Radiology
Active Large Group Session: Introduction to Adult and Pediatric Orthopedics
Opportunity to consolidate knowledge acquired through PBL cases. Review of high yield orthopedic clinical pearls. Opportunity to actively practice relevant clinical skills such as reading imaging (within the confines of virtual learning).
Active Large Group Session: Introduction to Immunology
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Active Large Group Session: Introduction to Psychiatry
Epidemiology. Nosology. Brain and behaviour. Medical Psychiatry. PBL cases. Five steps to differential diagnosis. Sub-unit overview.
Active Large Group Session: Labour
Intrapartum management of spontaneous labour. Fetal health surveillance in labour. Operative vaginal birth. Indications for caesarean sections. Management of pregnancy at 41+0 to 42+0 weeks
Active Large Group Session: MSK Radiology
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system. Develop an approach to the interpretation of MSK radiographs. Develop an approach to the interpretation of the cervical spine radiograph. Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Active Large Group Session: Occupational Medicine
Active Large Group Session: Outbreak Management
Active Large Group Session: Overview of Endocrinology
Active Large Group Session: Personality Disorders
Active Large Group Session: Practical EKG Interpretation
Active Large Group Session: Practical Genetics
Active Large Group Session: Psychosis and Delirium (Archived)
Active Large Group Session: Skin Cancer and Common Dermatology Procedures
Active Large Group Session: Substance Use Disorders
Anatomy Demonstrations: Axial skeleton, spine and back
Anatomy Demonstrations: Gastrointestinal System Anatomy Part 4
Anatomy Demonstrations: Lower Limb
Anatomy Demonstrations: Male Reproductive System
Anatomy Demonstrations: Orientation and upper airway
Nasal skull. The Pharynx and larynx.
Anatomy Demonstrations: Plexi, Plexus and Compartments
Anatomy Demonstrations: Upper Limb
Anatomy Lectures: Autonomics
The sympathetic nervous system. Adrenergic receptors. Autonomic reflexes. Most of the homeostatic functions (blood pressure, digestion, defecation, urination) of the body are regulated by autonomic reflexes. The communication between the endocrine system and the ANS is critical in managing our stress response. Imbalance between SNS and PSNS are critical problems for those with SCI.
Anatomy Lectures: Cardiovascular System Anatomy
Embryology of the heart. Mediastinum. Pericardium. Heart chambers and valves. Auscultation of the cardiac valves. Echocardiogram. Coronary vessels. Coronary arteries and veins. Coronary artery origins. Coronary sinus. Cardiac conduction system. Autonomic innervation of the heart.
Anatomy Lectures: Circulation and CSF
Meninges. Ventricles. Cisterns. Circle of Willis. Brain herniation. Stroke. Aneurysm.
Anatomy Lectures: Endocrine System Anatomy
Endocrine system anatomy
Anatomy Lectures: Gastrointestinal System Anatomy
Abdominal wall, peritoneum, esophagus and stomach.
Anatomy Lectures: Gastrointestinal System Anatomy Part 2
Liver, gall bladder, biliary tree, pancreas and small intestine.
Anatomy Lectures: Gastrointestinal System Anatomy Part 3
Large bowel, blood supply and lymph drainage of the GI system.
Anatomy Lectures: Limbic System
The Limbic system: olfaction, memory, emotions, drives, homeostatic function. The emotional brain. Amygdala. Hippocampus. Cingulum. Septal nuclei. Olfaction/Olfactory cortex. The hippocampus facilitates the consolidation of new memories. Amygdala responsible for emotions and drives. Hypothalamus responsible for homeostasis and autonomic and neuroendocrine control. Limbic system clinical correlates: memory disorders (amnesia, dementia); seizure disorders (epilepsy); psychiatric disorders (schizophrenia, depression, mania, OCD).
Anatomy Lectures: Motor Pathways
Parts of the central nervous system. Cerebral cortex: thinking, memory, voluntary motor movements sensory perception. White matter vs. grey matter. Superficial features of the cerebrum: fissures, sulci and gyri. Lateralization of function in the cerebral cortex. Frontal lobe. Parietal lobe. Occipital lobe. Temporal lobe. Spinal cord reflexes. Corticospinal tracts. Upper and lower motor neuron lesions. Corticobulbar tracts. Coordination of movement. Influence of Basal ganglia.
Anatomy Lectures: Renal System Anatomy
Renal Anatomy (Gross and Vasculature) Anatomy and Physiology (Nephron, Glomerulus, Tubules).
Anatomy Lectures: Sensory Systems
Sensory pathways of the somatosensory system. Reflexes. Cross extensor reflex and central pattern generators. Parts of the Central Nervous system: cerebral cortex, diencephalon, brainstem, cerebellum, spinal cord. Peripheral nerves. Skin. Cutaneous nerve receptors. Testing the 5 sensory modalities (pain, temperature, pressure, touch, vibration). Cutaneous receptors. Deep receptors. Sensory Homunculus. Dorsal columns quantitative sensations (touch, pressure and proprioception (position)). Spino-thalamic tract qualitative sensations (pain and temperature). Gate control of pain. Reflex descending control of pain. Role of enkephalins and endorphins. Neuropathic pain. Romberg Test. Olfactory pathways.
Anatomy Lectures: Vascular System Anatomy
Vasculogenesis. The capillaries. Capillary permeability. Arteries. Veins. Muscular arteries. Aortic branches of the Thorax. Arteries to the head and neck. Subclavian Artery Stenosis. Branches of the Abdominal Aorta. Abdominal Aortic Aneurysm. Atherosclerosis of the abdominal aorta. Abomidable arteries. Venous System. Caval system. Hepatic portal system. Vertebral Venous System. Arterial and Venous circulation of the legs. Deep vein thrombosis (DVT). Varicose Veins.
Anatomy Lectures: Visual System
Motor aspects of vision. Extraocular eye muscles. Coordinated eye movements. Accommodation. Pupil responses. Pull and action of rectus muscles. Right third nerve palsy. Abducent (6th) nerve palsy. Left fourth nerve palsy. Control of eye movements. Saccades (conjugate eye movement). Nystagmus. Lesions to the medial longitudinal fasciculus. Ciliary body. Lens. Presbyopia. Lens cataracts. Pupillary constriction. Function of the Iris. Sensory aspects of vision. Sclera. Cornea. Visual pathway. Glaucoma.
Clerkship Teaching Session: Abdominal Pain
Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.
Clerkship Teaching Session: Acute Psychiatry
Serotonin Syndrome. Neuroleptic malignant syndrome. Lithium toxicity.
Clerkship Teaching Session: Addiction/Substance Abuse Disorder
Define substance use disorders (SUD) using DSM 5. What are the Canadian Safe Drinking Guidelines? How do you quickly screen patients for SUD? List clues that a SUD may be present.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: Antidepressants
General pharmacology overview. Review antidepressants. Discuss augmentation strategies. Introduce serotonin syndrome.
Clerkship Teaching Session: Antipsychotics
Review anitpsychotics. 1st Generation, 2nd Generation, 3rd Generation? Introduce neuroleptic malignant syndrome.
Clerkship Teaching Session: Anxiety Disorders
Panic disorder. DSM-IV-TR Criteria for Panic attacks. Recommendations for pharmacotherapy for panic disorder. Generalized anxiety disorder (GAD). Social Anxiety disorder (SAD). Obsessive compulsive disorder (OCD). Posttraumatic stress disorder (PTSD).
Clerkship Teaching Session: Anxiolytics/sedatives
Review Anxiolytics (Anti-Anxiety drugs). First-line: SSRIs, SNRIs, benzodiazepines, buspirone (GAD only). Second-line TCAs (clomipramine), mirtazepine, trazodone.
Clerkship Teaching Session: Bipolar Disorders
Learn how to make the diagnosis of bipolar in a time efficient manner. Learn how to use psychopharmacology to treat Bipolar Disorder, using current guidelines. Learn about issues of psychopharmacology and pregnancy
Clerkship Teaching Session: Chest pain
By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.
Clerkship Teaching Session: Depression
Differential diagnosis of depression. Treatment strategies. Using medication. Management of side effects. Drug interactions. Augmentation, substitution.
Clerkship Teaching Session: Developmental Disabilities and Dual Diagnosis
Understand the terminology associated with intellectual disabilities, including definitions used internationally. Know the DSM-5 criteria for intellectual disability. Differentiate between different levels of developmental disability (i.e. mild/moderate/severe/profound) in terms of developmental age, IQ level, and adaptive skills. Identify possible etiologies of intellectual disabilities.
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Geriatric Psychiatry
List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Clerkship Teaching Session: Mood Stabilizers
Review mood stabilizers.
Clerkship Teaching Session: Movement Disorders and Cognitive Assessment
To review the common movement disorders relevant to psychiatry. A general approach to management of the specific disorders. To review the key components of cognitive assessment.
Clerkship Teaching Session: Neurology
Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Personality Disorder
Be aware of the different personlity styles. Be aware of some of the treatment approaches for these patients. Understand transference and countertransference issues and how they can enhance work with these patients. Paranoid personality. Schizoid personality. Borderline personality. Narcissistic personality. Histrionic personality. Antisocial personality. Avoidant personality. Dependent personality. Obsessive-Compulsive personality disorder.
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Psychiatric Disorders of Childhood and Adolescence
Define and understand what a psychiatric disorder is in this age group and discuss range of normal variants. Develop a framework to evaluate the child or adolescent presenting with a potential mental disorder. Recognize common disorders in this age-group and be familiar with their treatment. Discuss controversies in the area.
Clerkship Teaching Session: Psychosis Disorders
Learn effective questioning to evaluate psychosis. Be familiar with the complete differential diagnosis of psychotic disorders. Learn about current psychopharmacologic treatments of psychotic disorders.
Clerkship Teaching Session: Psychotropic Medications for ADHD & Dementia
Drugs for ADHD. Drugs for Dementia.
Clerkship Teaching Session: Somatizing
Appreciate the range of diagnoses that make up “Somatic Symptom and Related Disorders (DSM-V). Understand the range of conscious and unconscious mechanisms involved in these disorders. Be aware of treatment modalities for these disorders both psychopharmacolgic and psychotherapeutic.
Clerkship Teaching Session: The Psychiatric Interview and mental status exam
Interviewing techniques. Review of Psychiatric Interview. Risk Assessment. Cognitive Assessment
Clerkship Teaching Session: Toxidromes and the Agitated Patient
Sympathetic toxidrome. Anticholinergic toxidrome. Cholinergic toxidrome. Opioid toxidrome. Sedative Hypnotic toxidrome. Hallucinogens
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): Breast (Archived)
The Clinicopathology Conference is a longstanding practice where clinicians are informed of the pathological findings that may have accounted for the clinical features of their patients.
Clinical Pathology Conferences (CPC): Chest Pain (Archived)
The Clinicopathology Conference (CPC) is a longstanding practice where clinicians are informed of the pathological findings that may have accounted for the clinical features of their patients. Such findings may be in the form of surgical specimens or autopsies. It is the most efficient way of learning the pathophysiologic process of disease.
Clinical Pathology Conferences (CPC): Common Urological Problems (Archived)
To work-up and manage common urologic conditions: renal colic; voiding symptoms; hematuria. To be able to describe the anatomy and function of the prostate. To review prostate health including: prostatitis, benign prostatic hyperplasia and prostate cancer. To be able to discuss the pros and cons of Prostate-Specific Antigen (PSA).
Clinical Pathology Conferences (CPC): Endocrine: Hypercalcemia (Archived)
A. Calcium Homeostasis 1. Organs involved (bone, gut, kidney) 2. Hormonal regulation (PTH, vitamin D, OPG, calcitonin, PTHrP) B. Hypercalcemia 1. Approach to differential diagnosis through serum PTH level 2. Management C. Hyperparathyroidism 1. Biochemical diagnosis 2. Preoperative localization: value of sestamibi scanning D. PTHrP (parathyroid hormone related peptide) 1. Normal physiological role 2. Associated with paraneoplastic malignancy E. Examination of the spleen 1. Castelle’s sign. Imaging of Hyperparathyroidism.
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Clinical Pathology Conferences (CPC): Head, Neck and ENT Malignancy (Archived)
Introduce head and neck cancer. Illustrate using a clinical presentation with pathological correlation. Develop an approach to patients with head and neck symptoms.
Clinical Pathology Conferences (CPC): Leukemia, Lymphoma and Multiple Myeloma (Archived)
Definitions/concepts. Leukemia, Lymphoma, Multiple Myeloma.
Clinical Pathology Conferences (CPC): Lung (Archived)
The Clinicopathology Conference is a longstanding practice where clinicians are informed of the pathological findings that may have accounted for the clinical features of their patients.
Clinical Pathology Conferences (CPC): Neuro Week 1
45 yr old male noticed some clumsiness and weakness of the left hand.
Clinical Pathology Conferences (CPC): Neuro Week 2
Harry is a 64-year-old with new-onset seizures (L arm jerking then loss of consciousness) lasting 20min in duration, with 3h before returning to baseline. On context of intermittent headache & blurry vision for few months, 3wks of progressive, insidious onset L arm weakness.
Clinical Pathology Conferences (CPC): Neuro Week 3
67 year-old woman reporting numbness and tingling in feet. Started in toes and has progressed to entire foot over the past 12 months. Feels like “walking on socks” even when her feet are bare. Especially bad at night and in morning upon awakening. Toes have also started feeling “heavy”, hard to wiggle.
Clinical Pathology Conferences (CPC): Neuro Week 4
Nancy: 50-year-old female, one year of involuntary movements. The movements wax and wane during the day, but completely stops while asleep. Movements were initially subtle but progressive over time. Five years ago, she was fired from her job due to impulsivity and anger issues. Since this time, she has been unemployed, withdrawn, and depressed
Clinical Pathology Conferences (CPC): Pulmonary Nodules (Archived)
Clinical presentation of a 36 year old woman with painful left eye, red, vision blurred, no trauma. Minor cough, no sputum, no hemoptysis, no chest pain, no dyspnea, no wheeze. Clinical presentation of a 49 year old music teacher. Short of breath when cycling, singing in concerts or at church, progressive over 6 months, not variable. Minor cough, no sputum or wheeze or chest pain, no fever.
Clinical Pathology Conferences (CPC): Renal Histology (Archived)
Renal histology overview. Case presentations. Nephrotic syndrome; Nephritic / RPGN; Proteinuria and DM2.
Clinical Pathology Conferences (CPC): Shortness of Breath (Archived)
Case presentation of megaloblastic anemia with objective of making a unified diagnosis, understanding the pathophysiology and reviewing the appropriate diagnostic and therapeutic strategies.
e-Learning Module: Abdominal aortic aneurysms
In this module you will learn the etiology and pathophysiology of aortic aneurysms and their treatment.
e-Learning Module: Abortion
e-Learning Module: Adrenal adenoma
This module reviews how to work up an adrenal adenoma and gain comprehension of the complex physiology of the adrenal gland.
e-Learning Module: Airway Management
e-Learning Module: Anorectal disease
This module reviews the presentation, diagnosis and management of anorectal disease, and specifically of perianal abcesses.
e-Learning Module: Appendicitis
This module reviews the presentation and findings associated with acute appendicitis, as well as other pathophysiologic entities in the right lower quadrant.
e-Learning Module: Bariatric surgery and obesity
In this module, you will learn about morbid obesity including the surgical options for weight loss and the control of weight related co-morbidities.
e-Learning Module: Bowel obstruction
At the end of this module you will be able to understand about the presentation, diagnosis and management of small bowel obstruction and how to distinguish this from ileus or large bowel obstruction, and list the common etiologies of bowel obstruction.
e-Learning Module: Breast cancer surgery
In this module, you will learn about the presentation, diagnosis, and management of breast cancer.
e-Learning Module: Burn management
In this module you will learn the etiology and pathophysiology of thermal injury and the initial evaluation, diagnosis, and management of burn injury and complications of burn injury.
e-Learning Module: Cartoid stenosis
This module reviews cerebral vascular occlusive disease and its relation to symptoms.
e-Learning Module: Cholecystitis
In this module you will be introduced to the pathophysiology of acute cholecystitis and other diseases related to cholelithiasis and understand the role of anatomy in determining the disease process.
e-Learning Module: CLIPP Cases: Chronic Childhood Illness
Computer simulated pediatric cases will be used to supplement direct patient encounters. A series of 31 e-learning modules is made available to each student. Students are required to complete 15 cases by the end of the rotation.
e-Learning Module: CLIPP Cases: Common Pediatric Conditions
Computer simulated pediatric cases will be used to supplement direct patient encounters. A series of 31 e-learning modules is made available to each student. Students are required to complete 15 cases by the end of the rotation.
e-Learning Module: CLIPP Cases: Critical and Acute Pediatric Conditions
Computer simulated pediatric cases will be used to supplement direct patient encounters. A series of 31 e-learning modules is made available to each student. Students are required to complete 15 cases by the end of the rotation.
e-Learning Module: Colon cancer
At the end of this module, you will be able to determine the epidemiology of colorectal cancer in the United States, understand the pathophysiology of colorectal cancer, determine a framework for the treatment and management of colon cancer and recognize ways to detect colon cancer polyps at an early stage.
e-Learning Module: Diverticulitis
At the end of this module, you will be able to understand clinical presentation of diverticular disease and complications, describe imaging findings suspicious for diverticular disease, explain endoscopic findings for diverticular disease and determine management options for diverticular disease.
e-Learning Module: Dysmenorrhea
e-Learning Module: Ectopic Pregnancy
e-Learning Module: Endometriosis
e-Learning Module: Fetal Death
e-Learning Module: Fetal Growth Abnormalities
e-Learning Module: Infertility
e-Learning Module: Inguinal Hernia
The purpose of this module is to become familiar with the anatomy of the groin, understand the anatomical difference between an indirect and direct hernia and describe the anatomical difference between an inguinal and femoral hernia.
e-Learning Module: Intrapartum Fetal Surveillance
e-Learning Module: Introduction to Psychotherapy
Be able to describe what psychotherapy is. Be familiar with the evidence for psychotherapy. Be able to describe the major therapy modalities and their indications. Be able to practice some basic therapy skills which are translatable to any type of practice.
e-Learning Module: Isoimmunization
e-Learning Module: Lactation
e-Learning Module: Lung cancer
In this module, you will learn about presentation, diagnosis, and staging of lung cancer along with patient evaluation to assess suitability for pulmonary resection.
e-Learning Module: Maternal-Fetal Physiology
e-Learning Module: Mortality
e-Learning Module: Multifetal Gestation
e-Learning Module: Normal and Abnormal Uterine Bleeding
e-Learning Module: Oxygenation
e-Learning Module: Pediatric Hernia
At the end of this module you will be able to understand the workup of a patient with a groin mass and describe the embryological descent of the testis, closure of PPV, and formation of inguinal canal.
e-Learning Module: Pediatric surgery: pyloric stenosis
This module introduces one of the most common pathologic causes of emesis in infants: hypertrophic pyloric stenosis.
e-Learning Module: Pelvic Inflammatory Disease
e-Learning Module: Physical Therapy of Psychopathology
Demystifying ECT (Electroconvulsive Therapy): A discussion of ECT, TMS (transcranial magnetic stimulation) , DBS (deep brain stimulation) and VNS (vagal nerve stimulation)
e-Learning Module: Postpartum Care
e-Learning Module: Postterm Pregnancy
e-Learning Module: Preconception Care
e-Learning Module: Preeclampsia-Eclampsia Syndrome
e-Learning Module: Preterm Labour
e-Learning Module: Primer on Sleep
Sleep: A Primer on Physiology, History Taking and Treatment.
e-Learning Module: Principles of Pharmacology and General Anesthesia
In this module, you will learn about fundamental pharmacology concepts in anesthesiology, and the roles of various drugs in anesthesiology such as induction agents, neuromuscular blockers, inhalational anesthestics, and opioids.
e-Learning Module: Red Eye
In this module you'll learn about the approach to the red eye.
e-Learning Module: Skin cancer
This module reviews the presentation, diagnosis, and management of skin cancer, specifically melanoma.
e-Learning Module: Spontaneous Abortion
e-Learning Module: Third-Trimester Bleeding
e-Learning Module: Thyroid nodule
In this module, you will learn about the presentation, diagnosis, and management of thyroid nodules and specifically of thyroid cancer.
e-Learning Module: Trauma resuscitation
This module reviews the basics of trauma resuscitation and the management of the severely injured patient.
e-Learning Module: Uterine Leiomyomas
e-Learning Module: Ventilation
e-Learning Module: Vulvar and Vaginal Disease
Grand Rounds (Clerkship): Internal Medicine CTU Teaching Rounds
These rounds take many forms and their frequency differs between the different CTUs and Regional campuses. Each site is responsible to communicate to the clerks assigned to that site which experiences are mandatory and which are optional and to provide a schedule. Core topics in internal medicine are covered in these teaching sessions.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Abnormal Labour
Stages of labour. Cardinal movements of labour. Causes of Abnormal labour: Inadequate contractions, inadequate pelvis, baby too big or malpositioned. Induction/augmentation of labour.
Large Group Session: Acne and Rosacea (Archived)
Pathophysiology of acne. Patient history. Psychosocial impact of acne. Grade severity of acne and acne scarring; Select therapy. Evaluate risks. Skin. Derm day.
Large Group Session: Acute Kidney Injury (Archived)
Have a basic understanding of Acute Renal Failue / Acute Kidney Injury. Have a basic approach to Acute Renal Failure. Acute Renal Failure definition: abrupt loss of kidney function which results in: the retention of urea and other nitrogenous waste products and the dysregulation of volume and electrolytes.
Large Group Session: Adrenal Gland (Archived)
The adrenal cortex in health and disease. Adrenal anatomy. Adrenal histology. What is a steroid? Characteristics of corticosteroid secretion. Cushing's Syndrome. The Hypothalamic Pituitary Adrenal axis. Causes of primary adrenal insufficiency (Addison’s Disease). Causes of hypopituitarism. Congenital Adrenal Hyperplasia.
Large Group Session: Amenorrhea
Primary amenorrhea. Secondary amenorrhea. Pathoshysiology of amenorrhea. Hypothalamus-Pituitary-Ovary-Uterus interaction. Euestrogenic anovulatory amenorrhea. Hypoestrogenic anovulatory amenorrhea. Cryptomenorrhea. Asherman's Syndrome. Gonadal dysgeneis. Turner's Syndrome. Premature Ovarian Failure. Polycystic Ovary Syndrome. Hypogonadrotropic Hypogonadism. Sheehan's Syndrome. Anorexia Nervosa. Late onset congenital adrenal hyperplasia. Cushing's Syndrome. Androgen insensitivity.
Large Group Session: Aphasia
Connections between Wernicke's and Broca's areas, mediating expression of language utterances in speech. Broca's area and the primary motor area. Primary auditory perception and Wernicke's area. Connection between vision and Wernicke's area, mediating reading ability. Somatosensory perception (tactile, pain, cold/hot, position sense) and Wernicke's area. Key aspects to aphasia: Lesion, insult in the dominant hemisphere; Impaired naming; Is repetition impaired? Is comprehension impaired? Is reading and writing impaired?
Large Group Session: Applying the Lessons from SARS to Pandemic Influenza (Archived)
The epidemiology and causes of severe acute repiratory sydnrome (SARS) in Guangdong, People's Republic of China, in February 2003. The pathogen: coronavirus. Seasonal (Human) influenza; Pandemic influenza; Avian (Bird)/Swine (Pig) influenza. Influenza Type A and Type B. Influenza transmission, spread and incubation.
Large Group Session: Approach to Anemia (Archived)
What is a red blood cell? What is anemia? How are red blood cells measured in the lab? What are the causes of anemia? My patient is anemic, how do I determine the underlying cause?
Large Group Session: Approach to Bleeding (Archived)
Quick Review of Normal Hemostasis: Vasoconstriction, Primary Hemostasis, Secondary Hemostasis, Clot Stabilization. How to Measure Hemostasis - Clinical methods & laboratory methods. How to Manage Bleeding
Large Group Session: Approach to Toxicology
Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.
Large Group Session: Approach to Trauma and Burns
Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Autosomal Dominant Disorders (Archived)
Understand autosomal dominant inheritance. Understand the factors that complicate this inheritance pattern. Understand the main psychosocial issues in predictive testing (presymptomatic diagnosis).
Large Group Session: Bone Health (Archived)
Epidemiology of osteoporosis. Types of bone and bone cells. Physiology of bone (bone turnover). Regulators of bone turnover. Peak bone mass. Osteoporotic bone: appearance and clinical assessment.
Large Group Session: Breastfeeding
How is breast milk different from formula? Lactation is species specific. Breast milk contains all the nutrients a growing baby needs. Formula is artificially manufactured to resemble breast milk. Synthetically manufactured nutrients may not have the same effects as naturally occurring nutrients and are often more difficult to digest. Breast milk provides immunity.
Large Group Session: Chronic Pelvic Pain
Chronic pelvic pain (CPP): definition; significance; prevalence; etiology; history; physical exam. Characteristics of pain. Laboratory investigations of chronic pelvic pain. Pharmacologic approach to CPP. Endometriosis. Role of hysterectomy for treatment of CPP.
Large Group Session: Contraception
Large Group Session: Drug Interactions (Archived)
The objectives of this session are to: Appreciate that drug-drug interactions are innumerable and can occur frequently in clinical practice. Understand some of the mechanisms by which drug-drug interactions occur. Understand how drug-drug interactions can be prevented.
Large Group Session: Drug Metabolism (Archived)
The objectives of this session are to: Understand the clinical consequences of drug metabolism. Understand some important pharmacokinetic concepts involving metabolism. Understand some of the mechanisms of action for drug metabolism that occur in the liver.
Large Group Session: Drug Use in Renal Dysfunction (Archived)
Renal drug clearance / elimination. Kidney drug transporters. Pharmacokinetic changes in renal failure. Nephrotoxic drugs to avoid in renal failure. Principles of drug dosing in renal failure.
Large Group Session: Ear, Nose and Throat
How to evaluate a patient with a sore throat, hearing loss or with nasal obstruction. Acute Tonsillitis. Epiglottitis. Rinne and Weber Tests. Tympanometry.
Large Group Session: Fetal Health Surveillance
Factors to consider when interpreting fetal heart patterns. How should the fetus be monitored in labour? Intermittent auscultation (IA) vs. Electronic fetal monitoring (EFM).
Large Group Session: Frontal Lobe Syndromes (Archived)
Intro. Anatomy and circuits. Clinical features. Assessment. Diseases associated with frontal lobe dysfunction. Frontal subcortical circuits. Executive function: sequencing, organizing, abstracting, planning.
Large Group Session: Fundamentals of Autoimmune Disease and Adaptive Immunity (Archived)
Autoimmunity conceptual overview and clinical examples. How does autoimmunity happen in the first place? How does autoimmunity lead to clinical signs and symptoms? Example of Autoimmune disease T1D.
Large Group Session: Gastrointestinal Radiology
Radiology Procedures: Plain Films, Barium Studies, Angiography, US, CT, MRI, Nuclear medicine, Endoscopy, ERCP. Barium Studies: Barium Swallow, Upper GI Series, Small Bowel Follow-Through, Small Bowel Enema, Barium (Large bowel) enema.
Large Group Session: Gastrointestinal System Anatomy (Archived)
Divisions of the GI tract. Layers of anterior abdominal wall. Innervation of anterior abdominal wall. Midline incision closure. Closing superficial fascia and skin. Hernia. Tissues making up the four tunics. The peritoneal cavity. Blood supply to GI tract: Celiac Trunk, Superior Mesenteric, Inferior Mesenteric. Portal vein. Innervation of GI tract: Parasympathetic and sympathetic.
Large Group Session: Gonadal Function and Fertilization
Large Group Session: Growth (Archived)
Growth assessment: Population standards; Disease-specific standards; Measurements; You and your parents, How do you shape up? Growth in the fetus and newborn. Growth in childhood. Puberty. Growth patterns in disease. Nutrition, hormones, and the world around you.
Large Group Session: Gut Embryology (Archived)
Development of the Digestive System: With An Introduction to Embryology. Embryology - study of animal development- mainly anatomy. Teratology - study of malformations or serious deviations from the normal type in organisms. Developmental Biology - study of development that integrates anatomy, physiology, molecular biology, genetics.
Large Group Session: Gynecological Cancers and HPV
Endometrial tumours. Uterine malignancies. Ovarian neoplasms. Cancer of the cervix. Cancer of the Vulva. Human Papillomavirus pap smears and the vaccine.
Large Group Session: Head and Neck
Introduction to Head and Neck Surgery: basic clinical exam; relevant anatomy. Review common clinical scenarios in head and neck surgery. Neck Mass. Thyroid Nodules.
Large Group Session: Health Anxiety and MUSS (Archived)
Somatoform Disorders: Models, Mechanisms, Management. Review terminology ? somatization, somatoform disorder, medically unexplained symptoms, health anxiety, functional presentations, etc. To present various theoretical models and mechanisms that explain these presentations. Focus on health anxiety. Case presentation highlighting features of health anxiety. Introduction to principles of management in clinical practice.
Large Group Session: Heart Failure (Archived)
Heart failure is the clinical syndrome that can result from any structural or functional cardiac disorder that impairs the ability of the ventricle to fill with or eject blood. Pathophysiology of heart failure. Phases of diastole. Frank- Starling law. Contractility. Afterload. Left ventricular pressure-volume loops. Neurohumoral compensation. Deleterious effects of aldosterone in heart failure. LV remodeling. Framingham criteria for CHF diagnosis. Pharmacologic therapy: Diuretics, ACE inhibitors and Beta blockers.
Large Group Session: Infectious Disease from a Global Perspective (Archived)
Large Group Session: Infectious Diseases: An approach to the management of infections
Revisit the basic principles of infectious diseases and antibacterial therapy. Re-familiarize yourselves with the different antibiotics. Discuss the approach to some common infections: etiology, investigations, treatment.
Large Group Session: Inheritance Patterns (Archived)
To understand what genetic disorders are. To differentiate between types of single gene disorder inheritance patterns. To recognize family characteristics suggestive of different inheritance patterns.
Large Group Session: Interpretation of Molecular Genetic Test Results (Using CF as a model) (Archived)
Understand the principle types of gene mutations. Understand the nomenclature used to describe gene mutations. Understand the importance of test sensitivity for interpreting results. Understand the problem of unclassified variants/variants of unknown clinical significance.
Large Group Session: Intro to Neurology subunit and Intro to Neurosciences
How much Neuro do you need to know? What do residency program directors expect? Weekly themes: Week 1:Muscle, NMJ, Nerve. Week 2: spinal cord, brainstem. Week 3: Basal Ganglia, Limbic system. Week 4: Cerebral cortex. Muscle. Localization. Neuromuscular junction. Nerve. Resting potential. Post-synaptic potentials. Anterior horn. Central vs. peripheral nervous system. Spinal cord. Brainstem. Cerebellum. Limbic system. Basal Ganglia. Cerebral cortex.
Large Group Session: Introduction To Cardiac Arrhythmia (Archived)
Understand definition and mechanisms of arrhythmogenesis. Recognize major arrhythmias. Tachyarrhythmia types. Bradyarrhythmia and conduction abnormalities.
Large Group Session: Introduction to Gastroenterology (Archived)
Review the basic anatomy and physiology of the luminal GI tract (Esophagus, Stomach, Small Intestine, Colon). Apply these concepts to understanding of GI disease using specific examples: neuromuscular, infectious, immune, neoplastic.
Large Group Session: Introduction to Hematology (Archived)
Be able to recognize the key components of blood. Be able to develop a framework for evaluating hematologic problems.
Large Group Session: Introduction to MF1 (Archived)
MF1 Overview. Assessment and CAEs. Leave of absence policy. Where to find help.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Introduction to the Kidneys (Archived)
Introduction to Renal Medicine: what do kidneys do? What do nephrologists / urologists do? Presentation of kidney disease. Classification of renal diseases: temporal pattern; system vs. renal; anatomic localization. Kidneys have multiple functions involving maintenance of homeostasis
Large Group Session: Ischemic Heart Disease (Archived)
Atherothrombosis: definition; basic arterial structure; epidemiology; risk factors. Clinical syndromes: generation of the clot; acute coronary syndromes; stable angina. Introduction to diagnosis and therapy.
Large Group Session: Low Risk Obstetrics
Diagnosis of pregnancy. Risk assessment in pregnancy. Counseling issues in pregnancy. Components of routine antenatal care. Diagnosis of labour: Latent vs active. Assessment of the labouring patient. Stages of labour: Definintions, Normal Labour Management of 1st, 2nd and 3rd stages.
Large Group Session: Management of Nausea and Nutrition in Palliative Care (Archived)
At the end of this session, students will be able to: Identify common causes of nausea in the palliative care population. Identify some methods of treating nausea based on cause. Identify questions to ask to see if artificial nutrition would be worthwhile for a patient.
Large Group Session: Medical Oncology Emergencies (Archived)
What is febrile neutropenia (FN)? What should I ask the patient with respect to potential causes of FN? Which bacteria are most commonly associated with FN? FN Management.
Large Group Session: Menopause
To review the history of hormone therapy (HT). Identify the context of the WHI study, over one decade later. Explore current muses on hormone therapy (HT)
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
Large Group Session: MF2 Introduction (Archived)
Energy and Metabolic Homeostasis. Homeostasis: The ability or tendency of an organism or cell to maintain internal equilibrium by adjusting its physiological processes. Metabolism: The chemical processes occurring within a living cell or organism that are necessary for the maintenance of life. In metabolism some substances are broken down (catabolism) to yield energy for vital processes while other substances, necessary for life, are synthesized (anabolism).
Large Group Session: Mood and Anxiety Disorders (Archived)
Anxiety, Depression and Bipolar Disorder. Review types of anxiety and mood disorders. Examine common biological constructs underlying anxiety disorders and mood disorders. Discuss comorbidity between anxiety and depressive disorders and the impact this has on outcomes.
Large Group Session: Mutation Patterns and Genetic Counselling (Archived)
Understand the basic concepts of genetic counselling: Referral; Non-directive counselling; Informed consent; Ethical issues; Advantages; Disadvantages. Understand the basic concepts of pedigree analysis. Know the basic pedigree analysis symbols. Be able to construct a pedigree based on provided family history. Calculate basic risk assessments. Advantages of using a pedigree analysis. Disadvantages of using a pedigree analysis
Large Group Session: Nausea and Vomiting
The management of nausea and vomiting of pregnancy (NVP). Prevalence of NVP, Negative impact, problems in clinical practice.
Large Group Session: Neuro Toolbox - Muscle/nerve histology, physiology and EMG-NCS
Muscle and nerve neuropathology basics. Clinical examination. Muscle enzymes CPK. Electrophysiology EMG. Muscle biopsy. Type 1 and 2 muscle fibers. Muscular Dystrophies. Inflammatory Myopathies. Congenital myopathies. Metabolic muscle disease. Mitochondrial disease. Peripheral nerve and motor unit. Electromyogram (EMG) and Nerve Conduction Studies (NCS).
Large Group Session: Neuro Toolbox - Neurogenetics (Archived)
Genomic imprinting. Uniparental disomy. Prader-Willi Syndrome. Angelman Syndrome. Epigenetics. Nucleotide Repeat disorders. Trinucleotide Repeat disorders. Fragile X syndrome. Common characteristics of repeat disorders.
Large Group Session: Neurobiology of Depression in Women
Spectrum of Premenstrual Disorders. Menopausal transition. What are the mechanisms behind the effects of estrogen for depression? Some women are more vulnerable to develop depression during periods of intense (normal) hormone fluctuation. The interaction between ovarian hormones and neurotransmitter systems may be associated with higher risk for depression in women.
Large Group Session: Neuroimaging
Large Group Session: Neurosurgery
Epidural hematoma. Subdural hematoma. Cerebral Contusion. Basal Skull Fractures. Intracranial Hemorrhage. Diffuse Axonal Injury. Pathophysiology of supratentorial brain herniation. Grading of consciousness - Glasgow Coma Scale (GCS). Clinical classification of Traumatic Brain Injury (TBI). ICP = Intracranial Pressure. Munro-Kellie doctrine. Brain tumor. Intracerebral hemorrhage. Management of severe pediatric TBI.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: OB Labour and Pain Relief
Obstetrical Anesthesia and Analgesia. Understand the principles of applied anatomy in labor analgesia. To understand epidurals more in depth.To understand the physiology changes due to an epidural/spinal block in pregnant women.to understand the patophysiology of PDPH (post-dural puncture headaches).
Large Group Session: Obstetrical Emergencies
Shoulder Dystocia. Post Partum Hemorrhage. Cord Prolapse.
Large Group Session: Oncology
Assessment of a patient with pulmonary nodule. Lung Cancer Screening. Lung Cancer Staging. Operative Treatment of Lung Cancer. Take home messages for the multiple disciplines of medicine.
Large Group Session: Ophthalmology
Approach to the Red Eye. Common Retinal Problems. Urgent diagnosis of Eye problems: Diabetes mellitus; Temporal arteritis; Thyroid orbitopathy; Optic neuritis; Papilledema.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Pearls of MF2 (Archived)
Large Group Session: Pediatric and Adult Obesity (Archived)
Describe the application of the Law of Thermodynamics to obesity causation and treatment. Describe appetite control mechanisms. Discuss the determinants of obesity. Discuss the prevalence of obesity and related adverse health outcomes in adults and children. Introduce the principles of obesity management in adults and youth.
Large Group Session: Pediatric Surgery
Pediatric IV Fluid requirements. Appendicitis. Intussusception. Hernia. Hydrocele. Pyloric stenosis. Umbilical hernia. Neonatal congenital anomalies. Bowel obstruction in newborn. Hirschsprung’s Disease. Congenital neck masses.
Large Group Session: Pericardial Disease (Archived)
Pericardial anatomy. Cardiac cycle. Diastolic function. Pericardial physiology. Pericardial disease. Acute pericarditis etiology. Pericardial effusion and tamponade. Constrictive pericarditis etiology.
Large Group Session: Pharmacokinetics Part 1 and Part 2 (Archived)
Quantitative decision-making in clinical drug therapy. The place of pharmacotherapy in medical practice. Drug therapies. Drug prescriptions. Drug dose-concentrations relation and the concentration-effect relation. The ADME (absorption, distribution, metabolism, elimination) cascade of pharmacokinetic processes.
Large Group Session: Pituitary Gland (Archived)
Anterior Pituitary, Prolactin (PRL), Growth Hormone, Posterior Pituitary, Pituitary Function. Case Scenario: Panhypopitutarism. Case Scenario: Acromegaly. Case Scenario: Hyperprolactinemia. Case scenario: Diabetes Insipidus. Case scenario: Syndrome of Inappropriate ADH SIADH.
Large Group Session: Plastic Surgery
Stages and phases of wound healing. The acute wound healing cascade. Burns. Benign and malignant skin conditions.
Large Group Session: Platelets (Archived)
Be able to explain the key differences in pathogenesis between venous clots and arterial clots. Be able to describe the role of platelets in hemostasis. Be able to describe mechanisms of thrombocytopenia with a special focus on immune-mediated destruction.
Large Group Session: Potassium (K) (Archived)
Review of relevant potassium (K) physiology. Hypokalemia. Hyperkalemia.
Large Group Session: Pre and Post operative care
Review of basic fluid physiology and management. Pre-operative and postoperative assessment of the surgical patient.
Large Group Session: Prenatal Diagnosis and Screening
To assess genetic risk factors in the family history; when to refer a patient for genetic counselling. To understand age related risks for fetal aneuploidy. To review current standards of practice for Prenatal Screening and Diagnostic testing for fetal aneuploidy. To learn about the evolving landscape of Prenatal Screening in light of new technologies. To be aware of the underlying theme of empowering informed decision making for all women.
Large Group Session: Professional Competencies in Surgery
Deepen your understanding of Informed Consent and Disclosure of Adverse Events. Broaden your Procomp experience by observing a discussion obtaining consent for surgery with a patient, an explanation of an adverse event or ‘bad news’ to a patient, and/or positive examples by mentors dealing with challenges to ethics, communication or professionalism. Deepen their understanding of Informed Consent and Disclosure of Adverse Events. Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Large Group Session: Psychopharmacology (Archived)
General pharmacology overview. Review the major groups of psychotropic medications: antipsychotics; antidepressants; mood stabilizers; anxiolytics. Introduce serotonin syndrome and neuroleptic malignant syndrome.
Large Group Session: RAAS, Sodium (Na) and Water (Archived)
To understand the role of sodium and water in maintaining balance of body fluid compartments. To understand the regulation of sodium balance by the kidney. To understand the regulation of water balance by the kidney and hypothalamus. Renin-angiotensin-aldosterone system. Understand the processes which lead to the development of hyponatremia and hypernatremia. To recognize the disorders of sodium and water balance in clinical scenerios.
Large Group Session: Radiation Oncology Emergencies (Archived)
Large Group Session: Radiology of the Urinary Tract (Archived)
Modalities for imaging of urinary tract. Which modality to use when. What are advantages and disadvantages of each modality. Plain film radiography. Ultrasound. Intravenous urography (IVU). Computed Tomography (CT). Magnetic resonance imaging (MR). CT Urograpy. MR urography.
Large Group Session: Research and Database searching
Student involvement in research projects. Types of health research studies. Information coding and retrieval. Ovid interface and individual accounts.
Large Group Session: Seizures
Describe the clinical features, complications and common management strategies of childhood chronic illnesses including: Seizure disorder. Outline the initial steps in the assessment and stabilization of the child with: Status epilepticus.
Large Group Session: Sexually Transmitted Infections
Most common reportable infectious diseases (gonorrhea, pelvic inflammatory disease, chlamydia, syphilis, herpes, human papilloma virus (hpv), genital warts). 'Syndromic' approach to treatment. Sequelae: infertility, cancer, chronic pain, psychiatric illness. Synergistic nature, HIV and other STIs. Economic issues: correlation with poverty, high cost to society.
Large Group Session: Shock and Sepsis in the Emergency Department
Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.
Large Group Session: Skin Cancer Detection Tools and Surgical Treatment Options (Archived)
Skin. Derm day.
Large Group Session: Skin Manifestations of Autoimmune Diseases (Archived)
Diseases that result from recognition of auto antigens by one’s own immune system are called autoimmune diseases. Cutaneous Lupus Erythematosus. Approach to patients with Lupus skin manifestations. Derm day.
Large Group Session: Somatic Symptom Disorder (Archived)
Chronic physical complaints which suggest a medical condition. Cannot (yet) be understood or explained in terms of an underlying organic pathology. Not intentionally produced. Disabling. Somatization disorder. Hypochondriasis. Conversion disorder. Body dysmorphic disorder. Pain disorder. Factitious disorder / Munchausen's Syndrome.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: Transfusion (Archived)
Describe the major blood group antigens and their role in transfusion of blood products. Summarize the basic principles of antibody screening and cross-matching of blood products. Describe the indications for transfusion of red cells, platelets, plasma and cryoprecipitate. Discuss the pathophysiology of adverse transfusion reactions (AHTR, TACO and TRALI)
Large Group Session: Trauma
Demonstrate concepts of primary and secondary patient assessment. Establish management priorities in trauma situations. Initiate primary and secondary management as necessary. Arrange appropriate disposition.
Large Group Session: Urogynecology
Urinary Incontinence; Genital Prolapse;
Large Group Session: Urology
Prostate cancer. Benign prostatic hyperplasia (BPH). Hematuria. Prostate specific antigen (PSA). Incontinence. Overactive bladder. Kidney stones. Erectile Dysfunction. Urethral injuries. Urothelial cancer. Andropause.
Large Group Session: Valvular Heart Disease (Archived)
Mitral and aortic valve disease most common, followed by tricuspid valve disease. Pulmonic valve disease very uncommon in adult population. Valvular lesions either stenotic, regurgitant, or mixed. Valvular heart disease. Aortic stenosis. Aortic regurgitation. Hemodynamics of aortic regurgitation. Mitral regurgitation (MR). Mitral stenosis (MS).
Large Group Session: Vascular Surgery
Aneurysms. Claudication. Thrombosis.
Large Group Session: Viral Hepatitis (Archived)
Epidemiology, risk factors and pathogenesis, clinical features and treatment and prevention of Hepatitis A, B, C.
Large Group Session: What is Mental Illness (Archived)
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Round Table Discussion: Acute Abdomen
Round Table Discussion: Biliary Tract Diseases
Round Table Discussion: Breast Diseases
Round Table Discussion: Colorectal
Review of anatomy. Review of physiology. Diverticular disease. Large Bowel Obstruction (Cancer, Volvulus). Colitis (Infectious and Ischemic).
Round Table Discussion: ENT (Ears, Nose, Throat)
Round Table Discussion: GI Bleed
Round Table Discussion: Hernia / Bowel Obstruction
Definitions. Approach to bowel obstructions (Plain films / Investigations). Small bowel obstructions. Large bowel obstructions. Management of bowel obstructions. Hernias.
Round Table Discussion: Pediatric Surgery
Round Table Discussion: Trauma
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: Fetal Bradicardia
Simulations: General Anesthesia
Simulations: Intrapartum Care
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Pap Smear and Cultures
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Postpartum Hemorrhage
Simulations: Shoulder Dystocia
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Tutorial: A.J. Singhai MF4 Host Defence (Archived)
Sylvia and Raj Singhai are parents of 3 children: A.J. (aged 7), Jasmine (aged 4), and Bal (aged 3). Jasmine and Bal have both had a cough and cold for a few days, now, but have not been kept home from day care. Going to bed, Raj tells Sylvia that his throat is bothering him, with some difficulty swallowing, and that he has just started to get some chills. The next morning, both Raj and A.J. wake up with sore throats, and A.J. says it hurts too much to swallow, and that he doesn't feel well enough to go to school
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Albert Johnson IF Host Defence and Neoplasia
Mr. Johnson is a previously fit, retired 70-year old Afro-Canadian gentleman. His son and daughter-in-law live several hundred miles away in another city and maintain contact with him by telephone. They return home on a Friday evening to surprise him for his birthday and find his apartment in disarray and Mr. Johnson in bed, in too much pain to move. He seems unable to stand independently, though it is hard to tell if this is a result of his overall weakness, or the pain. They call an ambulance and he is taken to the Emergency Department of the local community hospital.
Tutorial: Albi Mantoukian MF4 Host Defence (Archived)
Albi Mantoukian is a 2 week old boy, brought in by his mother, Salpie. Albi has been doing well by all accounts: he has already exceeded his birth weight, is breast-feeding and sleeping well. Salpie has noticed a white, creamy coating on Albi's tongue and palate, and her mother tells her that this is a yeast infection and is nothing to worry about. Salpie knows that she had a vaginal yeast infection after receiving treatment for a urinary tract infection 2 months before delivery, and suspects that she gave this to her son.
Tutorial: Alessandra W. MF1 Cardiovascular
Alessandra W. is a 70-year-old lady referred to you for shortness of breath. She was previously fairly healthy until 2 months ago when she began noticing mild dyspnea with walking one to two blocks, climbing two flights of stairs, and while swimming at her local pool. Her symptoms have progressed since then to the point where she was forced to give up her swimming, which she had been doing regularly for the last several years. She also could no longer climb more than one flight of stairs without stopping. Over the last few days, she has noticed swelling in her ankles. She has become particularly concerned because she has been waking up at night short of breath and for the first time yesterday was forced to sleep sitting in her recliner. She denies any chest pain, fever, or cough.
Tutorial: Alexandria Vardalos MF2 Hematology
You are on elective at a Health Clinic in downtown Hamilton with a multicultural patient population. Your supervisor asks you to see Alexandria Vardalos. Alexandria is an 8-month-old baby girl who is brought in by her parents. She was healthy at birth, but over the last 2 months, she has not been growing as fast as her sister did at the same age. She is frequently irritable and has difficulty feeding.
Tutorial: Ali Khan IF Chronicity and Complexity
Ali is an 8-year-old boy who is a patient in the pediatric clinic. Ali’s parents have brought him to the clinic today because they are concerned about his ongoing vomiting. You briefly review Ali’s medical record to familiarize yourself with his medical issues: Past Medical History: Cerebral palsy, spastic quadriplegic GMFCS Level V; Severe intellectual disability; Microcephaly; Scoliosis; Visual impairment; Epilepsy; Gastroesophageal reflux disease.
Tutorial: Allyson Purdon MF4 Neoplasia (Archived)
Allyson is a 39 year old advertising executive who comes to your clinic complaining of a 'mole' which has been present for several years, but recently has been growing in size and becoming darker over the past 3 months. She is worried that it might be cancer.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amanda VP MF1 Cardiovascular
Amanda VP. is a 44-year-old Russian immigrant whom you first meet at family health team where you are completing your core training as a family medicine resident. Amanda presents to the clinic because she’s had a two-week history of fevers, chills, malaise and shortness of breath on exertion. She became particularly concerned earlier today when she experienced a brief episode of left arm weakness that lasted for approximately 5 minutes and then completely resolved. Amanda, one of four children, grew up in the former Soviet Union, in a poor household with her extended family (cousins, aunt and uncle, and grandparents). Amanda VP.’s short stature makes you wonder if she was malnourished as a child and if so, what other effects this may have had on her health. Her past medical history seems unremarkable. She has been hospitalized once when she delivered healthy twin girls twenty years ago. She does recall having been told by her obstetrician that she had a heart murmur. She is married and works as a dental assistant in her husband's office. She smokes one pack of cigarettes daily and has done so for 30 years. She does not drink alcohol. On examination, she looks unwell. She is febrile with a temperature of 38.8 degrees Celsius. Her heart rate is 110 bpm with a BP of 100/65 mmHg. Head and neck examination reveals bilateral conjunctival petechiae. Her JVP is 4 cm above the sternal angle. Her chest is clear. Heart sounds reveal a grade 3/6 pan-systolic murmur best heard at the apex and an S3 with gallop. Her point of maximal impulse is enlarged and palpated in the anterior axillary line. She has mild bilateral pedal edema. Neurological examination, including fundoscopy, is completely normal as is the dermatologic exam. You decide to admit her to hospital, order blood work, a chest X-ray, and an echocardiogram.
Tutorial: Amir Boutros MF2 Renal
Amir Boutros is a 30 year old man with a history of Crohn's disease who presents to the hospital with a recent history of increased pain and diarrhea. He is very weak, dizzy and short of breath. His BP is 80/50 with a heart rate of 120 and respiratory rate of 24. His chest X-ray is normal.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Anesthetic Practice
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Arthur N. MF1 Respirology
Arthur N., a 64-year-old gentleman, presents to his family physician because he is noticing increasing difficulty walking because of breathlessness. He states that he cannot put a finger on when it first began "except that he is aware that he was not as fit" as he should be. Arthur has always enjoyed his walking. However, over the last six months, he has noticed that any incline will make him breathless to the point that friends will remark on it, and he simply has to stop walking. In addition, climbing stairs has become quite difficult. He remarks that he has not been breathless at rest, nor at night-time. He has not noticed any swelling of his ankles. Arthur states that he smoked lightly about twenty years ago. His occupational history is unremarkable and there is no history of heart disease.
Tutorial: Awat Khali MF3 Endocrinology
Awat Khali, a 3.2 kg female infant, is born to a 28 year old mother at 41 weeks gestation. The family is Muslim and has recently immigrated from the Kurdish region of Turkey. Her parents are first cousins. Each parent has numerous brothers and sisters and most have already had children. Everybody is reported as healthy and well. At delivery the child is noted to have atypical genital development. The clitoris is prominent, length being approximately 1.5 cm. There is posterior fusion of the labia.
Tutorial: Beau Chandler MF4 Brain and Behaviour
Beau is a 3-year-old boy, the youngest of three children. His father manages a local bank and his mother is a stay-at-home mom. He has two older sisters, Theresa age 7 and Gracie age 9. His parents are in their late 30s. Beau is the focus of the entire family's attention and the apple of everyone's eye. His sisters behave like 2 additional mothers, to the point that they anticipate his every need. His parents have even noted that his language development seemed slightly slower than his sisters' as he did not need to use language to have his needs met. He now speaks well but it just seemed to be slower than his sisters (who his mother described as early talkers). Beau's mother's pregnancy was unexpected but welcomed. The pregnancy was uneventful with no history of substance use. Beau was full term and the delivery was uneventful. Beau was a cute and cuddly infant. He breastfed well and developed predictable routines for both sleeping and feeding. He appears quite adaptable. For instance, when family visits other family or friends, Beau smiles, plays and amiably engages children and adults alike. He has even slept well at these homes if needed. He needed only his favourite blanket in those situations to assist him with settling down to sleep.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Billy Elliot MF2 Hematology
Billy Elliot, an 18 year old male music store employee was brought into your emergency department after being involved in a motor vehicle accident at about 2:00 a.m. The paramedics that brought him in stated that he was the driver of a vehicle involved in a three car accident. The rescue squad required the "jaws of life" to extricate him from the car. The airbags were deployed, but the car sustained significant damage and the steering wheel was noted to be inches from the front seat after Billy was extricated. The paramedics conveyed that the patient was alert and talking at the scene and an IV was started. However, en route to the hospital, they noted that his pulse rate began to increase and the patient was diaphoretic.
Tutorial: Binh Hau MF4 Brain and Behaviour
Mr. Hau is a 56-year-old male, married with two teenaged children. He is employed as a pharmacist and his wife is a receptionist in a dental office. He has no formal psychiatric history. About three months ago, Binh's personality began to change in subtle ways. Previously an optimistic, outgoing individual, he gradually became serious, irritable and socially withdrawn. His family noticed that he was sleeping poorly, sometimes pacing the house all night. At times he was observed mumbling to himself as if he were conversing with someone who wasn't there. His family grew increasingly concerned.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Brian Palmer MF4 Neoplasia (Archived)
Mr. Palmer, 67 years old and previously well, has had several months of poorly localized upper abdominal pain, decreased appetite, and weight loss. His family physician performs a thorough physical exam and can palpate the liver edge 7 cm below the right costal margin. There is no other abnormal finding on physical exam. He orders a CT scan, which demonstrates that Mr. Palmer's liver is grossly enlarged with multiple lesions throughout the liver, consistent with metastatic malignancy. There is no other abnormality seen on the CT abdomen, and further imaging of the chest and pelvis is also normal.
Tutorial: Brock Martel MF4 MSK
Brock is a 25-year-old man who sustained a laceration to the upper third of his right forearm when he accidentally put his arm through a plate glass window. He presents to the emergency room. On examination, the ER physician finds Brock has significant weakness dorsal and palmar interossei, resulting in weakness of abduction and adduction of the index, middle and ring finger of the right hand.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Carmine Garcia MF2 Hematology
Mr. Garcia is a 57-year-old retired banker who loves to play golf and garden. Despite chronic hip pain for which he takes aspirin on a regular basis, he plays golf 2-3 times a week in the spring and summer. His wife has encouraged him to see you today because over the past 3-4 months he has felt increasingly tired, and in fact, has not done his usual summer plantings. She also finds him very irritable. With some reluctance, Carmine tells you that he has been short of breath on the green on a couple of occasions over the last week, and that he really feels too fatigued to garden for any length of time. This worries him, as he has some friends with cancer, and they seemed to have the same symptoms prior to their diagnosis.
Tutorial: Celia and Maria MF2 Renal
Maria is a 33 year old single woman who is concerned about the health of her 2 year old daughter Celia. Since three months of age Celia has been treated with multiple course of antibiotics for episodes of fever and irritability. Maria wants the doctor to check a urine sample because she thinks it might be a "urine infection" since Celia's wet diapers have a bad smell
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Daniel Gatto MF4 MSK
Daniel Gatto is a 41-year-old stockbroker. Once a top level soccer player, he now plays the game only over weekends, though he is sometimes able to get out for his club's midweek practice session. He enters your walk-in clinic on a Tuesday morning, limping slightly and reporting that he has been having increasing problems with his right knee over the past month. The knee has been intermittently painful and has seemed swollen from time to time. He has also been concerned about what he describes as "a feeling of weakness" of the knee, as though it was about to "give way"
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Devi Gopal MF1 Respirology
A 55 year-old lady is reviewed in the Respirology clinic because she has become increasingly breathless and can no longer keep up with her friends when walking. The referral letter notes that she has no history of heart disease. She denies any cough, wheezing, or chest pain. She does say that she spends a lot of her time lying down in bed because this eases her breathlessness.
Tutorial: Diane Bainbridge MF4 MSK
Diane Bainbridge, a 32 year old woman, complains of fatigue and weakness, lower back, and hip pain which she describes as a gnawing ache. She has noticed that this has become progressively worse over the past few months and she finds that getting up from a chair is difficult. She has noticed that her gait has changed. She has known celiac disease and has had associated weight loss and intermittent diarrhea
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Edwin McKenzie MF1 Respirology
Edwin is a 4-year-old boy enjoying a day at the Caledonia Fall Fair. He is walking around, enjoying the sights while eating a hot dog, when he suddenly begins to choke. Bystanders look on, horrified. An alert medical student, who happens to be taking a break from studying, is on the scene. She rushes over, comes up behind Edwin and administers an abdominal thrust. The piece of hot dog is expelled from Edwin, and he takes a big breath.He is fine, the medical student is relieved and congratulations are offered all around at this happy ending. In speaking with Edwin’s parents after the incident, the medical student notices a colorful circular pin on his mother’s jacket. The medical student inquires about the pin, and Edwin’s mother states the pin represents the Medicine Wheel, an important concept for their family’s health.
Tutorial: Elena Christakos MF2 Renal
Elena Christakos is a 54 yr old lady who presents to the Emergency Room with a 48 hr history of fever (temp up to 39.6 degrees celsius), chills, and weakness. Her condition in the ER deteriorates; BP falls to 80/50 and she becomes anuric. She is thought to be developing septic shock and is transferred to the ICU.
Tutorial: Emily Bradstone MF3 Endocrinology
A 55 year old female, Emily Bradstone, is seen by a hematologist for easy bruising. No hematological problem was found. An internist also saw the patient. There has been a one-year history of easy bruising, weight gain, worsening of diabetes, difficulty climbing stairs and edema of the ankles
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Ethel MacConkey IF Host Defence and Neoplasia
Ethel is a 76 year old widow. She has a history of hypertension (treated with a thiazide diuretic and a calcium channel blocker), hyperlipidemia (treated with an HMGCoA reductase inhibitor), and obesity. Apart from this, she has been relatively healthy, and plays an active role with her 3 grandchildren as well as her church. Unfortunately, over the past few years, she has had increasing difficulty walking because of pain from osteoarthritis in her hips (especially her right hip) and, to a lesser extent, her knees. She therefore undergoes a right total hip arthroplasty. After 6 days in hospital, she is transferred to the rehab ward for further physiotherapy to improve her mobility. Five weeks into her rehab stay she develops a fever of 38.7 C. Additionally her physiotherapist has noticed that over the past 7-8 days Ethel has been less willing to participate in her exercises due to complaints of pain in her right hip. Concerned about Ethel's fever, the nurses give her acetaminophen and call the attending physiatrist to assess the patient for a potential infectious source.
Tutorial: Eva Foster MF2 Hematology
Mrs. Foster is a 50-year-old female who comes to the ER complaining about some chest discomfort that seems worse when she takes a breath in and shortness of breath. She also feels like her heart is racing. Her past medical history is unremarkable except for mild hypertension. She usually takes an aspirin a day because she heard it was a good idea to take it, but she stopped taking it one week ago when she noticed some blood in her stool. She thinks her mother may have had a blood clot in her leg during one of her pregnancies. Mrs. Foster is married with no children. On physical examination in the emergency room, her HR is 110/min, RR 28/min, BP 122/70, oxygen saturation 86% on room air. Her chest and precordial exam are normal. Her left leg is normal in colour, slightly warm and edematous. The circumference of her left calf is 3 cm larger the circumference of her right calf. She complains of pain when you palpate behind her knee. Her pedal pulses are palpable. The ER staff person calculates her Wells Score and based on the result, orders a D-dimer blood test.
Tutorial: Examination
Tutorial: Fergie Greer MF4 Brain and Behaviour
Fergie is a 23-year-old single woman with no children who lives with her parents. She completed university with difficulty, taking time off frequently but eventually completing her degree. She reports having difficulties with relationships since middle school and not knowing who she really is affects her mood, attention and concentration. This had an impact upon her schooling but she managed to finish with a huge effort. However, she has been unable to ever work in any capacity since finishing University a year ago. Fergie was referred by her family physician for a psychiatric consultation because she frequently presented to the family physician or student health with low mood and suicidal ideations. At times her family doctor had to send her to ER for urgent assessment following disclosure of taking an overdose or cutting her arms. She is hoping that some medications like an antidepressants will be prescribed for her and that you will believe she is unwell and needing help. She has a huge hope that you will see her regularly, and provide her with answers as to why she is not feeling happy, why she feels empty, and why she is unable to control her anger. She is also considering bipolar disorder as she heard from student health counsellor that she may have a bipolar disorder because she reported increased spending, increased sexual activity, and reckless driving. And she also informed you that she has an eating disorder when she binge eats at times. She is well read on mental health and has attended many counsellors since middle school including private therapists that her parents took her to see.
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: George Haycock MF2 Renal
Mr. Haycock is a 20-year-old student who presented to ER with a 5 day history of diarrhea and vomiting which started at the end of his trip to the Caribbean. Past medical history is significant for epilepsy controlled with carbamazepine. Vital signs: HR – 100/min, RR – 15/min, BP – 80/50 mmHg, Saturation – 99% in room air. Physical examination revealed dry mucous membranes, prolonged capillary refill time of 4 seconds.
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Hannah Rosen Part 2 IF Chronicity and Complexity
Hannah Rosen is 18-year-old female who presents to the outpatient clinic after a frantic call to the receptionist earlier during the day. Hannah has been coming to the clinic for the past 16 years for treatment and monitoring of her cystic fibrosis. Her parents, who have been supportive, are out of town on an anniversary cruise and Hannah didn’t know who to call. Hannah states she has been having increased sputum production, low grade fever and difficulty catching her breath over the past few days. She took the action plan of ciprofloxacin she has at home. She takes this when her respiratory symptoms worsen. Hannah states she has been compliant with her antibiotics, but her symptoms suddenly got worse overnight. Hannah does not want her parents to know about this and asks that they not be contacted about her hospital visit. On examination, Hannah appears in distress. She is using her intercostal muscles to help her breathe and appears cyanotic and diaphoretic. Her vitals are taken by the clinic nurse while they are waiting for her pediatric respirologist to finish with the previous patient. Hannah’s temperature is 39.1, oxygen saturation is 91 percent, heart rate is 115 and her blood pressure is 100/60. The nurse calls for immediate help and Hannah is taken to the ICU where she is placed on oxygen. Chest x-ray and additional blood work including ABGs are ordered.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Horvath MF2 Renal
Ivan Horvath is a 70-year-old male with poorly controlled hypertension for approximately 20 years, dyslipidemia, and peripheral vascular disease. He has a 60 pack-year history of smoking. He has difficulty walking more than one block due to the development of pain in his legs. He has recently moved and you see him with his new family physician. He currently takes amlodipine (calcium channel blocker) and chlorthalidone (thiazide diuretic) for his hypertension.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jane Deglutinato MF3 Gastroenterology and Nutrition
Jane Deglutinato is a 50-year-old female with a 4-month history of progressive dysphagia, symptomatic heartburn and regurgitation that has not responded to the use of regular non-prescription oral antacid medications. She has also noticed some general joint discomfort and painful swelling of her fingers with occasional pain and discoloration of the fingertips. She also reports having lost approximately 9 lbs of weight over that period of time related to a reduction in her appetite. Her bowel movements continue to be formed with no evidence of blood or fatty stool. On examination, her vitals are within normal limits and she is afebrile. Her weight is 55 kg. You notice that she has some tightening of the skin around her mouth as well as her fingers and toes, with pitting and some ulceration of the fingertips on both hands and toes of both feet. You also note several telangiectasias over her chest and upper torso. Cardiac and respiratory as well as abdominal examinations are unremarkable.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Janet Woo MF1 Cardiovascular
Janet Woo is a 50-year-old woman with a history of intermittent palpitations. Over the last five years, she can recall infrequent and transient episodes of her heart "pounding in her chest". These episodes would not produce any other symptoms and would last no longer than a couple of minutes at a time, so she never sought medical attention. Earlier this evening, while watching television, she developed palpitations that did not resolve. She became diaphoretic, felt dizzy and somewhat short of breath and so called 911 and was brought to the ER.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Jesse Knox MF2 Hematology
Mr. Knox is a 22-year-old male undergoing chemotherapy treatment for Acute Myeloid Leukemia. He was seen in clinic last week for chemotherapy, and he was relieved to see that his neutrophil count was back up above 1 (ANC 1000). He had no evidence of bleeding, and his platelet count was 110. He tolerated his intravenous chemotherapy and anti-emetics well, and went home to recover for the weekend. Eight days later, Jesse is feeling unwell and checks his temperature as he has been taught to do – it reads 38.5 deg C orally, so he presents to the ER as instructed. Apart from the fever, his only complaint is a sore mouth. He denies cough, shortness of breath, dysuria or change in bowel movements. Physical exam reveals a tired and pale-looking young man. His blood pressure is 105/60, heart rate 125 bpm, respiratory rate 18 and a temperature of 38.9 deg C. His tongue has a white coating and his gums look sore. His central line catheter site appears clean.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Joe and Maria Russo IF Age-Related Health Care
Mr. Guiseppe (Joe) Russo is an 81-year-old man who returns to see you, his new Family Physician, regarding cognitive concerns. He is accompanied by his wife of 60 years, Maria Russo. Mr. Russo is a retired Crane Operator, who was born in Southern Italy, and who worked in the steel industry after immigrating with Maria to Canada at the age of 20. As a child, he completed 6 years of formal education; later he became fluent in English while working in Canada. He and Maria have three adult children, two sons and one daughter, and live in a bungalow in the city of your practice. He is otherwise physically well, with well-controlled hypertension, dyslipidemia, and DMII, as well as osteoarthritis of the knees. His medications are provided to you in a list. He is a lifelong non-smoker who consumes one glass of wine with dinner each night. Mr. Russo was diagnosed with early-stage Alzheimer’s disease (versus Mixed Dementia) by his prior physician, Dr. Retired, approximately 2 years ago. At that time, Mr. Russo presented with approximately 2 years of gradually progressive decline in short-term memory and executive function, that was impacting his ability to pay bills on time. His SMME score at that time was 21/30, with 0/3 on delayed recall and difficulty with orientation (year incorrect). He was unable to draw a clock correctly (CDT), but Dr. Retired suspected that language and education impacted Mr. Russo’s performance on both the SMMSE and the CDT.
Tutorial: John Franks MF3 Gastroenterology and Nutrition
John Franks is a 66-year-old male with a complicated course of Crohn’s disease over 30 years, requiring multiple surgical resections of his small bowel due to inflammation and obstruction. He has been treated with several immunosuppressive and biological treatments for his IBD, but has had a loss of response to these medications despite some temporary improvement in his disease activity. Despite currently being on ustekinumab (Stelara), John has had evidence of active disease and is currently on a tapering course of prednisone for a recent flare of his IBD. He was recently admitted to hospital with another partial small bowel obstruction and he is worried that he may need further surgery. "They’ve removed so much of my small intestine already that I am worried that I’m going to get short bowel syndrome." You discuss optimizing his dosages of his treatments in an attempt to induce remission of his disease, and to avoid the need for further surgery. He asks: "If I do have short bowel syndrome, what kind of special diet will I need to go on to maximize my nutrition?"
Tutorial: John Fumer MF1 Respirology
John Fumer is a 54 year old man who began smoking at the age of 14 and has averaged a pack a day since then. Five years ago, he noticed that heavy exertion such as climbing 2 flights of stairs would leave him more "winded" than usual but there was no major impact on his lifestyle (including smoking!) Over the last 18 months, he has noticed increasing restriction on his activities. When a friend pointed out that he could no longer "walk and talk at the same time", he decided to seek help from his family physician.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Joshua Song MF4 MSK
Joshua is a 48-year-old man who suffered a motor vehicle accident while riding his motorcycle. Joshua was unable to stop in time at a red light and rear-ended into an SUV, causing him to be thrown from his motorcycle, landing on his right side. He has a large laceration to the lateral thigh. He also notices some weakness to certain movements of his right lower extremity. He is taken to the trauma centre and the physical exam reveals that he is unable to dorsiflex his ankle, evert the foot, and extend the toes on the right side. All other muscles are normal. On sensory examination, it is noted that sensation is slightly impaired over the front of the leg and foot. An x-ray reveals that he has sustained a mid-femur shaft non-displaced fracture.
Tutorial: Judy Patterson MF2 Hematology
Judy Patterson is a 22 year-old university student who presented to the Student Health Clinic with a rash on her lower legs. Her past medical history is unremarkable except for a urinary tract infection diagnosed 6 days ago for which she is taking trimethoprim-sulfamethoxazole. The only other medication she takes is the occasional dose of ibuprofen for headaches. She has never had any dental extractions or surgeries. On examination, she has no lymphadenopathy or splenomegaly, but she does have petechiae on her lower legs. You ask to look inside her mouth and there you see a blood blister on the inside of her cheek. She says she must have bitten it by accident.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Julie Kim MF4 Neoplasia (Archived)
You have now completed your family medicine training and joined a local family practice clinic 6 months ago. Julie, a 37 year old female patient attends for her routine preventive health visit and PAP test, and tells you that her 12-year old daughter has come home from school with a consent form for some vaccinations at school. The accompanying information details a schedule for multiple vaccinations at school over the next 2 years, which upsets her daughter as she is somewhat fearful of needles! One of the vaccinations is called Gardasil. Julie understands that Gardasil can prevent cervical cancer but that this has something to do with a sexually transmitted disease. She has never known anyone with cervical cancer or a sexually transmitted infection, and doesn't believe that her daughter has much chance of developing either. She doesn't think that her daughter is likely to become sexually active for several years and doesn't see the value in her being vaccinated at this time. Moreover, she feels uncomfortable discussing STI's with her pre-adolescent daughter, and feels talking about a possible future cancer will frighten her. However, as a newcomer to Canada from East Asia 6 years ago, she trusts the Canadian health care system and does not want to jeopardize her daughter's health. She values your opinion. She wonders if her daughter could make this decision for herself in a few years when she is an adult and has become sexually active.
Tutorial: June Johnson Part 1 MF3 Reproduction (Archived)
June Johnson, a 34-year-old administrative assistant, stopped taking oral contraceptives 12 months ago, in order to conceive. She has had only one period since discontinuing the oral contraceptive and that was 3 months ago. June's puberty was normal in terms of timing and secondary sexual development. However, she has always had irregular and infrequent and at times, extremely heavy menstrual bleeding. She was started on the oral contraceptive pill to regulate her menses.
Tutorial: June Johnson Part 2 MF3 Reproduction (Archived)
You successfully manage her infertility and June has two pregnancies resulting in a son and a daughter. She now presents to you at age 44 complaining of constant fatigue. She claims even though she gets 8 hours of sleep a night, she still wakes up feeling tired. She also volunteers that her husband has taken to sleeping in the spare room because he claims that her snoring is keeping him awake. She wonders if the uvula surgery that her friend had could help bring her husband back to the master bedroom.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: L. Reed MF1 Respirology (Archived)
A youth is brought into the emergency department by paramedics after being found unconscious lying on a sewer grate. No further history is available. In the triage unit, the patient’s respiratory rate is 8 breaths per minute, and the breaths are shallow. Heart rate is 50. Pupils are constricted and fixed. “Track marks” are noted on the forearms. The triage nurse applies oxygen by mask, inserts a peripheral intravenous line (with some difficulty), and pages the emergency department resident urgently. The resident administers a medication through the intravenous line. Three minutes later the patient is awake and complaining of generalized pain. Respiratory rate is 20. The emergency resident pages the internal medicine resident to admit the patient to hospital for monitoring. When the internal medicine resident arrives at the bedside an hour later, the youth is once more unconscious, breathing slowly and shallowly as on arrival in triage.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Liam D. MF1 Cardiovascular
A 10-day-old infant is brought to the emergency room of your hospital by his mother with a history of progressive irritability and poor breastfeeding. On history, the infant was born by uncomplicated spontaneous vaginal delivery at 40 weeks gestation following a completely unremarkable pregnancy. Birth weight was 3.5 kg. The infant was well after birth and breast feeding was initiated by his mother without any problems. He was discharged home on day 2 of life. Over the subsequent days, the infant had increasing irritability and poor feeding; his mother describes him as having more difficulty at the breast, sucking for only a few seconds and then seeming short of breath. She also notices that he seems to be getting more tired and that his lips turn purple during feeding. In the emergency room, the baby is irritable and cyanotic-looking. Vital signs show a respiratory rate of 36 breaths per minute, heart rate of 195 bpm; BP 75/30 mmHg; oxygen saturation 75% on room air. He is noted to be warm and well perfused, but persistently cyanotic. On exam, he has palpable femoral pulses bilaterally, and normal breath sounds. Lung fields are clear to auscultation. He has a harsh systolic murmur best appreciated on the left upper sternal border. You provide 100% oxygen by face mask and order bloodwork, EKG and a chest X-ray.
Tutorial: Luke Tomczak MF1 Respirology
Luke, a 47 year old gentleman with a history of chronic alcoholism and poor eating habits, goes to the ER with a complaint of chest pain. He smokes two packs of cigarettes daily. He has not been feeling well for over one week due to an upper respiratory infection. Two days ago he developed a fever, chills and a sharp pain over his right chest that is worse when he breathes in. Luke had a dry cough initially, but today he has coughed up rusty sputum with some blood in it. Although Luke is not normally short of breath, he has had difficulty climbing the stairs to the office because of breathlessness.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Maria Rossi MF2 Renal
Maria Rossi is a 21-year-old woman who comes to the emergency department for treatment of a headache. She has been having worsening headaches for several weeks and today the pain is severe and has not responded to Tylenol. The triage nurse measures her blood pressure and finds it to be 220/110. Maria is put on a monitor and full examination by the emergency room physician reveals retinal exudates and an abdominal bruit. Blood work is sent to the lab.
Tutorial: Martin Barratt MF2 Renal
Martin Barratt is a 40-year-old male with Autosomal Dominant Polycystic Kidney Disease (ADPKD). He was diagnosed at the age of 15 years when he was found to have bilateral cysts on renal MRI. The diagnosis was confirmed genetically (see attached result) and there is a strong family history of this condition. His mother is on dialysis and maternal grandfather had a kidney transplant and died from a ‘brain bleed’. Martin’s creatinine was elevated for a number of years and was measured at around 350 µmol/L (eGFR 18 ml/min/1.73m2) 3 years ago. Unfortunately, he was lost for nephrology follow up and was recently re-referred by his FD. He is seen by the nephrologist today and complains of fatigue and pruritus. Current medications include allopurinol 75 mg/daily. ROS was significant for erectile dysfunction and recent forearm fracture after a minor fall. He is also worried that his 15-year-old daughter could have the same condition and asks whether she needs to be tested. Physical examination shows a pale, malnourished male with BP of 169/92 mm Hg.
Tutorial: Mary Jane Morrison MF3 Reproduction
Mary Jane, a healthy 22-year-old woman, is seen in a walk-in clinic for abnormal vaginal discharge. She is otherwise healthy and not taking any medications. Her immunizations are up to date, though she is unsure if she received the HPV vaccination as a teen. Mary Jane has been sexually active for 2 years. She has never had a Pap smear. She tells you that she has tried the birth control pill in the past but is not taking it because it “makes her sad”. She uses condoms instead. Three months ago, she had unprotected sex one time with her current partner. She confides in you that she thinks her current partner "sleeps around" on her and she’s here today because she wants to get “checked”. When taking a detailed sexual history, you discover that she has intermittently experienced pain during sexual intercourse and some post-coital bleeding. Mary Jane minimizes these symptoms and tells you that this is normal for her. On examination she looks well but is very nervous. Vitals signs are within normal limits. Head and neck, respiratory and cardiac examinations are all normal. Abdominal exam does not reveal any masses or areas of tenderness. Skin and joints are all normal. Genital examination does not reveal any lesions. Pelvic examination reveals some purulent discharge from the cervical os. Swabs are collected from the cervical os and result in bleeding. Bimanual examination does not elicit any cervical or adnexal tenderness. You discuss the role of cervical cancer screening and how it relates to HPV, a sexually transmitted infection. Mary Jane agrees to return in 2 weeks for a Pap smear.
Tutorial: Matthew Clarke MF2 Renal
Matthew Clarke, a 4-year-old boy, developed periorbital edema for the first time three weeks ago, and despite being treated for allergies he showed increasing edema and weight gain. He now has ankle and leg edema, a distended abdomen, and can only sleep at night if propped up with three or four pillows.
Tutorial: Maxwell Greenfield MF2 Hematology
Maxwell Greenfield is a 32 M was admitted under the general medicine service last night with gastroenteritis. It is your first day on the hematology rotation and you are called to provide a consult for new onset pancytopenia in Maxwell. Maxwell has a history of Crohn’s disease, diagnosed at the age of 28. He is currently on methotrexate 20 mg subcut weekly to control his disease, which he has been on for the last two years. He does not take any other medications at home. He has no other medical problems. Maxwell initially presented to hospital with nausea, vomiting, and diarrhea after eating some old chicken he found at the back of the fridge. He did not have any blood in his bowel movements or mucous. He has note noted any fever.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Mei Wang MF3 Reproduction
Mei Wang, a 24-year-old fitness instructor, stopped taking the oral contraceptive pill (OCP) 12 months ago, in order to conceive. She has remained amenorrheic since then. Mei's puberty was appropriate in terms of timing and secondary sexual development. However, she has always had infrequent and at times extremely heavy menstrual bleeding. As a teenager, she was prescribed the OCP to regulate her periods. She has been on the OCP ever since.
Tutorial: Melissa Wang IF Host Defence and Neoplasia
Melissa is a 35-year-old mother of three who works in marketing. She is being seen in consultation by the Internal Medicine service while admitted to Thoracic Surgery for an empyema. Three months prior she began to have cough with intermittent fevers and chills. She has been treated as an outpatient by her family doctor with Amoxicillin, Azithromycin and Levofloxacin over this time. Her symptoms would initially improve but would return within days of completing her antibiotic course. Her condition continued to worsen until this admission. On review of her past history, she has chronic facial pain and pressure with frequent purulent discharge, and typically has 2-3 sinus infections per year requiring antibiotics. She has never had pneumonia before this year. She has never received pneumococcal vaccination. She received her childhood immunization series and had her last tetanus and diphtheria booster 4 years ago. She has been re-vaccinated for measles, mumps, rubella twice, after prenatal evaluation deemed her non-immune. Prior to onset of these symptoms, her only medication was the oral contraceptive pill. In addition to leaving recommendations to manage her empyema, you wonder about her history of recurrent sinusitis and recent pneumonias. As such, you order some screening bloodwork.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Michelle Broyer MF2 Renal
Ms. Broyer is a 22-year-old female who moved to the local area and enrolled in your practice. Past medical history is significant for several episodes of muscle cramps and intermittent muscle weakness.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Nabil Assad MF1 Respirology
Salim takes Nabil, his 7-year-old son, to see Dr. Lockwood, his family doctor, because both of them have a sore throat. Nabil’s younger brother had a sore throat and runny nose a week ago, but he improved quickly. Salim is concerned about Nabil because he seems to be taking longer to improve. Dr. Lockwood asks more details and learns that both Nabil and Salim are mostly having swallowing difficulties but feel otherwise quite well. Salim has a mild cough, but Nabil does not. There have been no rigors, just slight chills last night.
Tutorial: Nalini Methuka MF4 Host Defence (Archived)
As her Family Physician, you delivered Nalini Methuka 5 weeks ago as a full term, primipartum vaginal delivery. Nalini's mom Salena emigrated from Botswana to the United Kingdom where she worked at a community college. Her husband, Gabe, is a British subject of African descent. They have lived in Canada for 3 years since his IT company transferred Gabe. They arrived with their first child for her third visit to you for a well baby check.You review the benefits of vaccination/immunization and they ask about the risks. You recommend vaccination. At the conclusion of the discussion, they decide to decline vaccination for Nalini.
Tutorial: Nancy Jones MF2 Renal
Nancy Jones is a 34-year-old Mohawk, Turtle Clan woman who has been well until four days prior to hospital admission when she developed abrupt onset of chills, rigors, and a productive cough. Subsequently Mrs. Jones became progressively short of breath, was obtunded and bedridden and was brought to the hospital emergency room. On arrival, her vital signs were blood pressure 80/60 mmHg, heart rate 148 beats/min, respiratory rate 42/min, temperature 39.6o C, and oxygen saturation 79% on room air. She was confused. Crackles were heard on auscultation throughout her chest. Heart sounds were normal with no murmur, JVP was flat, mucous membranes were dry and there was no peripheral edema. Abdominal examination was normal. The patient was intubated and transferred to the ICU.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Nick DeMarco MF3 Gastroenterology and Nutrition
Nick DeMarco is a 51 year old physical education teacher at a local elementary school. He has noticed increasing fatigue with exertion and complains about feeling exhausted at the end of the school day. He explains that he has been experiencing epigastric discomfort after eating and he has tried taking Advil for pain relief. He states the pain and regurgitation wakes him up at night. He reports that he is usually able to get back to sleep after taking antacids and a glass of milk.
Tutorial: Novak B Part 1 MF1 Cardiovascular
Novak B. is a 55-year-old man with a history of type 2 diabetes mellitus, hypertension and hyperlipidemia. He presents himself at your office because he has been experiencing chest pain for several days, but has been reluctant to come to the office. He first noted it 6 weeks ago while shoveling snow. The discomfort was mid-sternal and radiated to his jaw. It resolved with rest. Since then, he has noted 3 similar episodes each occurring while climbing the 2 flights of stairs from his basement to the bedroom. Upon further questioning, he also tells you that he feels cramps in both of his calves whenever he walks for more than 500 meters. If he stops walking, his symptoms resolve within 2-3 minutes. On examination, he is mildly obese. His pedal artery and posterior tibial artery pulses are significantly decreased in volume bilaterally. The remainder of the examination is normal. You diagnose him with angina and prescribe aspirin, a beta-blocker, a statin and nitroglycerin. You also make a referral to a dietician.
Tutorial: Novak B. Part 2 MF1 Cardiovascular
Three years have now gone by and Novak B. has done very well. He has used his Nitroglycerin only once since you prescribed it, when he had to run for a bus. One night, you happen to be working an ER night shift at the local hospital when Novak is brought in by an ambulance. He is complaining of severe retrosternal chest pain, which started one hour ago. An EKG is obtained immediately and confirms an acute myocardial infarction (AMI). A chest X-ray is normal, as is his first Troponin T. You give him 162 mg of aspirin to chew, along with 180 mg of ticagrelor and enoxaparin 80 mg subcutaneously every 12 hours, as a starting dose. On examination, he is in distress from the pain and looks dyspneic. His pulse is 90 bpm and his respiratory rate is 24. His blood pressure is 100/70 mmHg in both arms. His O2 saturation is 90% on 2L oxygen via nasal prongs. His JVP is 5 cm above the sternal angle. He has bibasilar inspiratory crackles. His heart sounds are obscured by the ambient noise in the ER, but no obvious murmurs are heard. He has no peripheral edema. You briefly discuss percutaneous coronary intervention (PCI) and thrombolytic therapy. Novak does not consent to thrombolysis, but agrees to PCI.
Tutorial: Novak B. Part 3 MF1 Cardiovascular
Novak B. was discharged home following his myocardial infarction. He felt well for 4 days. He then developed an episode of dull retrosternal chest pain lasting for 2 hours. He felt this was somewhat different than the chest pain he had presented to hospital with during his MI. He felt unwell and was pale and diaphoretic on arrival at the ER. In the ER, his BP dropped to 85/55 mmHg, RR 32, HR 135 bpm, his JVP was elevated at 10 cm above the sternal angle. His lungs were clear to auscultation. Precordial examination demonstrated soft heart sounds. An EKG demonstrated sinus tachycardia with generalized low voltages and no new ST segment abnormalities. An echocardiogram was performed immediately and demonstrated a large pericardial effusion.
Tutorial: Novak B. Part 4 IF Chronicity and Complexity
Novak B. is now 68 years old. He comes to the office today complaining of shortness of breath and fatigue on exertion. While Novak B. denies chest pain, over the last 3-4 weeks he has been getting more short of breath. He first noticed this when he was playing golf with his friends a few weeks ago. He wasn't able to finish his 18-hole game, despite using a cart. He walks his dog about 1 km every evening and usually stops every 250 m due to leg cramps. Lately, however, he has needed to stop every 100 m due to leg cramps as well as at the half-way mark due to fatigue. For the last week, he has been increasingly sleeping in his recliner rather than his bed due to difficulty breathing; however, he denies waking up gasping for air when you ask. He is still struggling with a burning sensation in his feet and legs and wakes up at night to “shake it off”. His once thin legs are becoming increasingly swollen as the day progresses. He denies any cough, fever or night sweats. He feels his heart is running faster at times, especially when physically active. You know that his spouse passed away last year after a long battle with cancer. He has 2 children who live out West. When questioned about alcohol intake, he admits that he has been drinking more alcohol since his spouse passed away.
Tutorial: Oxygenation
Tutorial: P.J. Peters (Part 1) IF Host Defence and Neoplasia
As you head off to lunch after wrapping up your morning clinic, you peruse your afternoon schedule and note that the first patient is someone you have not seen in three years. You therefore grab his chart to review his history. P.J. Peters is a 34-year-old male who immigrated from Uganda 10 years ago. Four years ago, he presented with a dry cough and mild shortness of breath. Given that you had noted a few crackles in his lower lungs bilaterally, you had prescribed him antibiotics for pneumonia. In spite, of therapy his symptoms progressed over a 2-3 week period and he landed in the emergency. A chest x-ray at the time revealed a bilateral interstitial infiltrate. Due to progressive hypoxia he underwent a bronchoalveolar lavage which revealed he had pneumocystis jiroveci pneumonia (PJP or PCP). This raised the suspicion of underlying HIV and his serology was sent off and came back positive. On further questioning, he admitted to a 2 year period in his life in his early 20s where he had unprotected sex with multiple partners.
Tutorial: P.J. Peters (Part 2) IF Host Defence and Neoplasia
When you see Mr. Peters next, you learn that he had continued to take his HAART faithfully an additional 6 months after he last saw you. He had been feeling physically well and figured his virus was under control (as he recalled it had last been "non-detectable") and so began questioning the need to continue his medications. He was concerned about long-term side effects of therapy and figured he could diminish his risk by reducing his exposure to HAART. Moreover he had started a new job around that time and did not want anyone to inadvertently find out about his diagnosis of HIV. He therefore elected to stop taking his anti-retrovirals. Mr. Peters was reluctant to tell his physicians about his decision and so he had not come back for his follow ups. He returns today complaining of a new painful rash on his chest that appeared 2 days prior. Additionally he notes a 3-month history of increasing fatigue as well as intermittent fevers, night sweats and a 20 lb weight loss. On examination his temperature is 37.2º C, blood pressure 135/80, pulse 79. There are 2 cm nodes palpable in the cervical and axillary areas bilaterally. His throat is clear. When you examine his chest you notice a vesicular rash over the right side of his chest extending from the midline towards his right axilla at the level of his nipple. Examination of his respiratory and cardiovascular system are unremarkable. His abdomen is soft with no palpable masses or organomegaly. Examination of his extremities is unremarkable.
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Petter Khant MF4 Neurology
Petter Khant, a 6-year-old boy, is brought to his family doctor by his mother because of concerns that he is not learning in school. He is described as a "high energy child", always on the go. He has a very short attention span. His teacher sent along a note explaining that Petter is well behind the expectations for this age. His classmates are learning the sounds that go with different letters, but Petter does not yet even have a concept of letters or numbers. His vocabulary seems very limited, both receptive and expressive. His mother recalls no concerns about his early development. She remembers him as a generally healthy baby. He started to crawl at 9 months and could walk on his own by 13 months. He only began to use a few single words at 2 years of age. A hearing test done at that time was normal.
Tutorial: Pharmacology
Tutorial: Philip Cheung MF3 Gastroenterology and Nutrition
Mr. Cheung presents to the emergency department with a 2 day history of worsening pain in the right upper quadrant of his abdomen. He had been in the ER last year with pain in his right flank, but while that pain was colicky in nature, he currently describes a more constant pain. The right flank pain a year ago was accompanied by hematuria and he ended up passing a kidney stone. Currently, he has felt nauseated but has not vomited and he has been anorexic for over 24 hours. He finally came to ER after developing some fevers and chills.
Tutorial: Philippe LaCologne IF Host Defence and Neoplasia
Mr. Lacologne is a 41 year old man who had a stage II colon cancer resected 3 years prior. He had his annual CT scan, and there was a 3 cm hypoechoic lesion in segment 6. His surgeon referred him to a liver Surgeon and Medical Oncologist. The surgeon explained that this is likely recurrent disease from his colon cancer, and recommended chemotherapy neo-adjuvantly and after surgery. He was started on FOLFOX chemotherapy for 6 cycles, subsequent CT and MRI of his liver showed a partial response to chemotherapy. He underwent a left hepatic lobectomy, and following recovery completed an additional 6 cycles of FOLFOX. Two years later subsequent lung lesions are identified in multiple lobes bilaterally. He returns to the Medical Oncologist, and is recommended to start chemotherapy (FOLFIRI/bevacizumab). He asks why surgery is not an option now, and said he heard on the internet that that this bevacizumab drug can cure cancer.
Tutorial: Philippe LaCologne Part 1 MF4 Neoplasia (Archived)
Mr. Lacologne is a 38 year old man from the Eastern townships of Quebec. Within the past year his brother died from colon cancer (age of diagnosis and death: 42), as did his father nearly twenty years earlier in his 60s. He saw his GP, and because of his anxiety of cancer was referred for consideration of a screening colonoscopy. He was seen 4 months later by a gastroenterologist; history and physical exam was unremarkable. Colonoscopy was performed 1 month later, and a mass was seen at the hepatic flexure. Biopsies confirmed adenocarcinoma. Subsequently, the surgeon ordered a staging CT of the chest/abdomen/pelvis, which was negative for metastatic disease, and planned to take him 3 weeks later to the OR for a laparoscopic right hemicolectomy. He was out of hospital in 3 days, returned to the surgeon weeks later and was told “I got everything”.
Tutorial: Pia Meta MF3 Endocrinology
Pia Meta is a 21-year-old female university student with paroxysmal attacks of palpitations, dizziness, blurring of vision and headache over the past 6 months. Each attack persists for a few minutes to half an hour. They occur irregularly with essentially no warning. She reports that during one of her attacks, she went to the emergency department and was found to have a blood pressure of 210/140 mmHg. She was told that she was having a panic attack. She was previously well and has no significant family history. Pia occasionally consumes alcohol on weekends only. She denies the use of any medications or recreational drugs, particularly methamphetamines or other sympathomimetics. She has one cup of coffee per day unless she is studying for exams, in which case she drinks 2-3 cups per day at most. She lives with roommates with whom she attends McMaster University. She has been performing well at school and has an active social life. On examination in the clinic, she has no abnormal physical findings.
Tutorial: Pit Parapan MF3 Endocrinology
A 32-year-old female was seen in emergency department for abdominal pain, nausea and diarrhea. Her serum calcium was found to be elevated at 2.94 mmol/L (normal 2.15-2.55 mmol/L). She was treated with intravenous fluids. Her calcium improved to 2.65 mmol/L and she was discharged home to care for her 6-year-old son. She was referred urgently to an outpatient clinic to investigate her elevated calcium. She was also prescribed pantoprazole for worsening heartburn. In the clinic, Ms. Parapan reported a 2-year history of abdominal pain that was getting worse over time. The pantoprazole she was prescribed was modestly helpful in easing her heartburn and abdominal pain. She denied symptoms of polyuria, polydipsia, confusion or mood changes. There is no history of kidney stones. She had a fracture of her humerus at age 15 due to a ski accident. She was taking pantoprazole and a multivitamin daily. Ms. Parapan’s family history is significant for a father who had a pancreatic tumour, though she does not know any more details about his condition. Both her sister and her paternal aunt had a parathyroidectomy. The same aunt had a pituitary tumour requiring surgery.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Rana Osman MF1 Respirology
Rana Osman is a 2-year-old girl who has been previously well. She has had a barky, seal-like cough for 2 days but tonight has become acutely worse. In the emergency room, she is found to be sitting "bolt upright", with pronounced stridor on inspiration. Her inspiratory phase is prolonged. She has intercostal indrawing and suprasternal indrawing.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ron Chen MF1 Respirology
Ron Chen is a 25 year old computer sciences post-graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically. He has also noticed occasional clumsy speech and facial weakness.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Sade A. MF1 Cardiovascular
Sade A. is a 54-year-old woman known to have hypertrophic cardiomyopathy. She was diagnosed at age 18 when she had a syncopal episode. She was told to avoid any competitive or physically demanding sports. Her brother was also diagnosed with the same condition. Her echocardiograms have shown increased septal thickness and obstruction to flow at the left ventricular outflow level. She is on metoprolol to decrease the degree of outflow obstruction. She was well until a few weeks prior to consultation when she started to feel her heart racing and felt frequent irregular heartbeats. Since then, her heart rate has been consistently around 110-120 bpm. She has also noticed effort intolerance. She used to be able to walk her dog, but now she becomes short of breath as soon as she reaches an incline and has to slow down. On exam, her heart rate is 105-110 bpm and irregular, blood pressure 118/68 mmHg, JVP is not elevated, she is acyanotic. You can hear crackles at both lung bases, no peripheral edema, precordial exam reveals a sustained apical impulse and a grade 3/6 systolic murmur which increases with the Valsalva maneuver.
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Sana Gupta MF2 Hematology
Sana is an 18-year-old female who presents to the emergency room with prolonged bleeding following extraction of a wisdom tooth. The extraction was performed earlier that day and she was sent home with packing to be removed 1 hour later. She bled through the packing by the time she got home and has continued to bleed for the past 2 hours. This is her first tooth extraction and she has no previous history of surgical procedures. On questioning, she describes her periods as “heavy”, but her mother and grandmother reported a similar experience so she assumed that was normal. Physical examination reveals constant oozing from the site of extraction, severe edema of her cheek and a large ecchymosis along her jaw line.
Tutorial: Sandra Ireland MF1 Respirology (Archived)
Sandra Ireland is an 18 year old competitive underwater swimmer at an important swim meet. In underwater swimming, the swimmer who can swim the farthest without coming up for a breath wims. Immediately prior to the start of the competition, Sandra breathes rapidly and deeply for 2 minutes. She dives into the pool, and swims almost 150 metres (without coming up for air). Sandra then appears to lose consciousness in the pool. Lifeguards in attendance pull her out and perform basic resuscitative measures. Three minutes later she is awake and breathing on her own.
Tutorial: Sara Yamata IF Age-Related Health Care
Ms. Sara Yamata is a well 79-year-old woman, currently living alone in a condominium in your community, who attends an appointment with you, her longstanding Family Physician, for the purpose of a periodic health examination. Ms. Yamato is a retired High School English Teacher, who was widowed three years ago. She has one daughter, Elizabeth, and two grandchildren, all of whom live nearby. She is unaccompanied at the visit. Ms. Yamato reports that she has been doing well since you last saw her (for a blood pressure check six months ago), with no interim illnesses or admissions to hospital. Her chronic diseases remain well-managed. She reports having sustained at least one fall over the past 12 months (on the ice, when shoveling her driveway), but fortunately did not sustain any injuries. She remains independent with her ADLs and most of her IADLs; her daughter, Elizabeth, assists her with larger shopping trips and with preparation of her taxes. Her condominium performs the outdoor maintenance for its residents. Ms. Yamata continues to drive, with no reported difficulties, and remains active in her community by volunteering in the gift shop at her local hospital and attending a weekly social group at the Community Centre. With this information, you think about Ms. Yamato’s frailty status using a frailty model with which you are familiar. You review her past medical history and corresponding treatments, as listed in your EMR. Ms. Yamato brings her current prescription medications, in their original bottles from the pharmacy, to the appointment. At your request, she has also brought with her the multiple over-the-counter (OTC) and herbal medications that she is taking at home. She recognizes that she has “many bottles of pills” with her, and wishes to discuss which ones could be discontinued, if any. You spend some time thinking about approaches to deprescribing and approaching “polypharmacy” in older adults.
Tutorial: Sarah Rosenthal MF1 Respirology
Sarah Rosenthal, a 63-year-old woman, has been a smoker for many years and has noticed a gradual reduction in her exercise tolerance over the last three years, finding it more difficult to garden and to walk to her synagogue. She has been able to modify her activities in response to the limitations imposed by her breathlessness but her family has noted her weight has been increasing. When her family noticed that her legs were becoming more swollen and that she was not as "sharp" as usual, they decided to bring her to the emergency room. Her family reports that Sarah has recently visited her family physician and was prescribed a diuretic for her ankle swelling.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Mosley MF2 Hematology
Shane Mosley an 18-month-old boy was brought to the emergency room by the baby sitter for treatment of a swollen and tender right knee that had developed suddenly within the previous three hours. The knee began to swell soon after Shane tripped on the family room carpet. Physical examination reveals an apparently healthy child who is crying and favouring his right leg. The knee is swollen and held in partial flexion. Shane has a few old, superficial bruises over shins, chest wall and his back. The physician in the ER concludes that there is fluid in the knee and because of the sudden onset and absence of fever, thinks this is most likely due to a joint bleed. The physician wonders about an underlying systemic bleeding disorder as the cause of Shane's joint bleed. A complete blood count, "hemostasis screen" and an x-ray of the knee are ordered.
Tutorial: Shane Williams MF4 Host Defence (Archived)
Shane is 20 years old, and is excited to have just joined the army. Growing up in northern Ontario, it was always one of Shane's dreams to see the world and serve his country. Shane joined just 6 months ago and is in training in preparation for an overseas mission. He is very healthy, aside from a prior splenectomy performed for a traumatic splenic rupture. However, on Saturday he is feeling slightly unwell, with some chills, headache and general fatigue. Despite it being his day off, he decides not to go into town with his friends. Later that day, his friends return, and Shane looks terrible: he is pale, obtunded, and has a rash on his feet. They call the base nurse, who urgently calls the doctor on-call, and a decision is made to transport him into town to the Emergency Room via ambulance. In the ER, Shane is seen by the triage nurse, who puts him in isolation precautions in a closely monitored setting. He is immediately attended by the ER physician, who notes complete unresponsiveness, a rigid neck, blood pressure of 70/pulse (i.e. no diastolic blood pressure was obtainable), HR 140/min, RR 28, and T 39.1 degrees celsius. A petechial rash is noted on his extremities, and his skin is mottled.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Skylar and Siobhan Aidan MF4 Brain and Behaviour
Today, Siobhan came in sobbing, dragging a reluctant 8-year-old Skylar behind her. She wailed, "He's turning out just like his Dad. Before you know it he'll be in jail for assault, I'm scared of both of them." Siobhan explains that Skylar punched a boy in the face today and was suspended for 3 days. Evidently, there have been numerous incidents at school where the Grade 3 teacher claimed Skylar was the aggressor. This implied information about Skylar 's father was news to you and you suspect that there was more going on in the home than Siobhan had shared with you in the past. You wonder how to approach Siobhan about this.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Tammy Polk MF5 Brain and Behaviour
Mrs. Tammy Polk is very difficult to interview. She is an extremely vague and difficult historian. Her family tell you that she was diagnosed with breast cancer 5 years ago and had a mastectomy at that time. Her husband died 6 months ago and she has never really recovered. Over the past week, the family have been worried that she is "developing Alzheimer's" because of memory problems and agitation. Past psychiatric history is notable for mild depression, treated with paroxetine 20mg daily, and sleep difficulties that are chronic and date back to her days as an alcoholic. One month ago, she was started on 50 mg of quetiapine at bedtime for sleep by her family doctor. Two weeks ago, she was given Oxybutinin (Ditropan) to help with some urinary incontinence, with good effect on her bladder problem. She is admitted to hospital for further medical work-up. The 1 pm nursing note reads: "quiet, resting comfortably, oriented x 3." The results of CBC, serum electrolytes and urinalysis are pending. The medical resident calls for psychiatric consultation at 4:05 pm because the patient has become agitated and has voiced suicidal ideation. The consult note reads: "medically cleared, please transfer to psychiatry for treatment of emotional instability and psychotic depression." The psychiatric resident arrives at 5 pm and finds that the patient is visually hallucinating and disoriented.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Teresa J. MF1 Respirology
Teresa, a 65-year-old woman, is brought to the emergency room by a friend who was unable to arouse Teresa completely. Her friend reports that Teresa had been unwell for three days with persistent vomiting. In the emergency room, Teresa is only semi-rousable. Her pulse is 130 and blood pressure is 100/70. Her breathing is rapid and deep. Teresa’s medical record indicates a history of poorly controlled diabetes and premature coronary artery disease, with a prior myocardial infarction at age 49. She is described as “treatment non-compliant” and is noted to have a “difficult psychosocial situation”.
Tutorial: Terrance K. MF1 Cardiovascular
Terrance K. is a 60-year-old gentleman who comes to the emergency room after experiencing an episode of retrosternal chest discomfort. This occurred while he was walking on his treadmill at home. The pain was mid-sternal, non-radiating, and resolved approximately two minutes after he stopped his treadmill. He admits to several recent episodes of similar chest discomfort, each occurring during exercise. His first episode occurred 6 months ago, though they have become more frequent over the last month. He has noted these episodes only with exertion and never at rest. He became particularly alarmed with today's episode because he also felt quite lightheaded and thought he was going to faint. His past medical history is unremarkable, though he admits to not having been to a doctor in over 30 years. He is on no medications and denies any drug allergies. On examination, his heart rate is 76 bpm and regular, his BP is 110/70 mmHg, and his respiratory rate is 12. He is afebrile with a temperature of 36.8 degrees Celsius. His JVP is elevated at 5 cm above the sternal angle. His carotid pulse is somewhat delayed and with a diminished upstroke. There is a palpable thrill over both carotids. His chest reveals bibasilar crackles on auscultation. His cardiac exam reveals a sustained but not displaced point of maximal impulse. There is a palpable S4. The first heart sound is normal though the second heart sound is diminished in intensity. There is an easily heard fourth heart sound. There is also a harsh, grade 3/6, crescendo-decrescendo systolic murmur that peaks late in systole. The murmur radiates into both subclavian arteries as well as both carotids. It is also heard throughout the precordium.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Thomas Gagnon MF1 Respirology
Thomas Gagnon, a 12 year old boy diagnosed with asthma 1 year ago, traditionally experienced minimal respiratory symptoms. In the past, he had used inhaled salbutamol sparingly, generally during soccer games, with excellent therapeutic effect. During a late September soccer game being held in a rural area, Thomas developed sudden onset dyspnea, wheeze, and chest discomfort. Earlier in the day he had visited with family members who smoke and have three pet cats. His symptoms were mostly relieved with repeated doses of salbutamol. He awakes the following night with ongoing symptoms that are not responsive to inhaled salbutamol, despite frequent dosing. His parents are alarmed and take him to the emergency department.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Usha L. MF1 Cardiovascular
Usha L. is a 16 year-old male who attended a routine follow up visit at his family doctor’s office. He would like to start playing competitive soccer and the coach asked for a doctor’s clearance. The patient’s family was pleased with the proactive approach the coach demonstrated, as they were also worried about the small but real risk of sudden collapse sometimes resulting in death in young elite athletes without previous diagnosis of heart disease. The coach was particularly concerned about ruling out any type of heart disease. Usha is active, athletic and asymptomatic. His past medical history is unremarkable. There is no family history of cardiac disease. He doesn’t smoke or use street drugs.
Tutorial: Ventilation
Tutorial: Vivian Chu MF4 Host Defence (Archived)
Vivian, a 37-year-old IT consultant, woke up early this morning with profuse vomiting, watery diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. In the ER, she was first seen by the triage nurse, who decided that she should be isolated with "enteric precautions" and noted she was febrile with a temperature of 38.6 C. She was subsequently seen by the ER physician who discovered the following: Vivian is an otherwise healthy woman, with no known medical problems and only takes a multivitamin daily. The day prior she had attended her 5 year old niece's birthday party. She cannot recall any sick contacts but is not sure if anyone else from the party has developed similar symptoms. Additionally, she recently returned from a trip to India 5 days prior. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Vivian Patel MF3 Gastroenterology and Nutrition
Vivian Patel is a 35-year-old computer programmer who presents to the ER with a 10- hour history of profuse vomiting, watery non-bloody diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. She was first seen by the triage nurse, who noted that she was febrile with a temperature of 38.6 C. Given her presentation, the nurse decided that she should be isolated with "enteric precautions” and she was subsequently seen by the ER physician. Vivian is an otherwise healthy woman with no known medical problems and only takes a multivitamin daily. The day prior to her presentation with these symptoms, she had attended her 5-year-old niece's birthday party. She cannot recall any sick contacts, although is unsure if anyone else from the party has developed similar symptoms. Additionally, she had recently returned from a trip to India 5 days ago. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Volume and Circulatory Management
Tutorial: Wael M. MF1 Cardiovascular
Wael M. is a 78-year-old man who is brought to the emergency room after collapsing at the casino. The last thing he recalls before losing consciousness is drawing an ace while sitting at the blackjack table. His past medical history is unremarkable and he is on no medications. On arrival to the ER, his heart rate is 30 bpm with a blood pressure of 80/50 mmHg. He is alert and oriented, but feels lightheaded. His JVP is not elevated, but cannon a-waves are occasionally seen. There are no carotid bruits. The remainder of the physical examination, including a neurological examination, is normal. In the ER, a temporary transvenous pacemaker is inserted via the right internal jugular vein and positioned into the right ventricular apex. The pacemaker is turned on and set to pace at 60 bpm. At this rate, Wael M.'s BP increases to 100/70 mmHg and his light-headedness resolves. The next morning, Wael M. has a dual chamber permanent pacemaker inserted. His 12-lead EKG post implant shows paced ventricular beats with a left bundle branch block pattern.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Tutorial: Yong Mun Park MF2 Renal
Yong Mun Park is a 22 year old woman who has a 2 year history of recurrent urinary tract infections. These continue despite conservative measures and her family doctor elects to try her on a course of prophylactic antibiotics. She is allergic to sulpha medications, so she is prescribed cephalexin 250 mg daily. She is taking an oral contraceptive, but no other medications. Ten days after starting this antibiotic, she returns to her family doctor with a macular, red rash on her trunk and arms, general malaise, and nausea.
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Multiple Choice Question Exam: Orthopedic Surgery
A minimum score of 50% is required to satisfactorily complete the rotation. The exam consists of multiple choice and short answer questions.
Clerkship Multiple Choice Question Exam: Pediatrics Clerkship
One hundred multiple choice questions via the web. The exam is timed.
Clerkship Multiple Choice Question Exam: Psychiatry
The exam content was created based on the objectives for the rotation along with information from lecture, tutorial etc. There are 100 multiple choice questions total for the exam.
Clerkship Multiple Choice Question Exam: Surgery Clerkship
A multiple choice pre-test (MCQ) will take place during the first week of your rotation. The mark from the pre-test will not count. However, the pre-test will serve as a gauge as to what to expect for the final MCQ examination, which occurs in week six of the rotation. Review of a basic surgery text is essential for success on the final MCQ examination.
Clerkship Structured Oral Examination: Primary Presentations (Surgery Clerkship)
The oral examination takes place in week five or six of the rotation. It is approximately one to one and a half hours in length. The student is responsible for preparing a general surgery case for presentation. The student will be questioned on the case and then on a variety of other topics.
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.
Clerkship Tutorial Evaluation: Internal Medicine Tutorials
A summative evaluation of the student’s performance in tutorial sessions.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
e-Learning Module Completion: Abortion
e-Learning Module Completion: Airway Management
e-Learning Module Completion: Dysmenorrhea
e-Learning Module Completion: Ectopic Pregnancy
e-Learning Module Completion: Endometriosis
e-Learning Module Completion: Fetal Death
e-Learning Module Completion: Fetal Growth Abnormalities
e-Learning Module Completion: Infertility
e-Learning Module Completion: Intrapartum Fetal Surveillance
e-Learning Module Completion: Isoimmunization
e-Learning Module Completion: Lactation
e-Learning Module Completion: Maternal -Fetal Physiology
e-Learning Module Completion: Mortality
e-Learning Module Completion: Multifetal Gestation
e-Learning Module Completion: Normal and Abnormal Uterine Bleeding
e-Learning Module Completion: Oxygenation
e-Learning Module Completion: Pelvic Inflammatory Disease
e-Learning Module Completion: Post-Term Pregnancy
e-Learning Module Completion: Postpartum Care
e-Learning Module Completion: Preconception Care
e-Learning Module Completion: Preeclampsia-Exlampsia Syndrome
e-Learning Module Completion: Preterm Labour
e-Learning Module Completion: Principles of Pharmacology and General Anesthesia
e-Learning Module Completion: Spontaneous Abortion
e-Learning Module Completion: Third-Trimester Bleeding
e-Learning Module Completion: Uterine Leiomyomas
e-Learning Module Completion: Ventilation
e-Learning Module Completion: Vulvar and Vaginal Disease
e-Learning Module Completion: WISE MD Surgical Module completion
Students must complete at least 6 of the WISE MD Surgical modules by the end of their Surgery clerkship.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
NBME Exam (National Board of Medical Examiners): Internal Medicine
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
NBME Exam (National Board of Medical Examiners): Obstetrics and Gynecology
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement
Simulation Completion: Fetal Bradicardia
Fetal bradicardia simulation.
Simulation Completion: Intrapartum Care
In a simulation initially assess a labouring patient, manage a normal delivery and provide immediate postpartum care of the mother.
Simulation Completion: Pap Smear and Cultures
Perform a pap smear to obtain specimens to detect STDs.
Simulation Completion: Postpartum Hemorrhage
Postpartum Hemorrhage (PPH) simulation.
Simulation Completion: Shoulder Dystocia
Shoulder dystocia simulation.

2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Activity Objectives
Outline intrapartum management of spontaneous labour.
Understand the principle types of gene mutations.
Recognize that drug interactions are innumerable and can occur frequently in clinical practice.
Describe the anatomy, embryology and histology of the thyroid gland.
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system.
Describe the inflammatory cascade.
Review an approach to classification of primary vasculitis.
Describe the epidemiology and pathophysiology of acute abdominal pain.
Understand the nomenclature used to describe gene mutations.
Describe some of the mechanisms by which drug-drug interactions occur.
Explain thyroid hormone synthesis and regulation.
Identify etiological factors relevant to psychosis and delirium.
Describe how alterations in the inflammatory cascade can lead to pathogenesis of certain diseases.
Review laboratory marker for a variety of Vasculitides.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss operative vaginal birth in the management of the second stage of labour.
Compare and contrast psychiatry with other clinical disciplines with respect to diagnosis and etiology.
Compare and contrast fractures in adults and children.
List and discuss indications for caesarean section.
Understand the importance of test sensitivity for interpreting results.
Explain how drug-drug interactions can be prevented.
Identify the metabolic function of thyroid hormone.
To know what actions to do when an adverse drug event is suspected.
Compare and contrast clinical presentations of rheumatoid arthritis, seronegative spondyloarthropathy, and connective tissue diseases.
Review several pathophysiologic mechanisms in vasculitis.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Understand the problem of variants of unknown clinical significance.
Review common types of thyroid disease: thyrotoxicosis; hypothyroidism; thyroid nodules; thyroid cancer
Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Explain the terminology regarding adverse drug events and the risk factors for patients experiencing an adverse drug event.
Explain how pharmacological therapy functions to suppress inflammation at various parts of the immune response cascade.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Describe how dysfunction in particular areas of the brain may present with particular psychiatric syndromes.
Discuss the appropriateness of various imaging modalities in the work-up of common clinical presentations involving the abdominal and pelvic structures.
Outline the approach to the investigation and treatment of abnormal uterine bleeding in non-pregnant women of reproductive age.
Describe the process of fetal health surveillance in labour.
Review approaches to emotional and behavioural dysregulation in children.
Describe examples of medical conditions and substances that may present with prominent psychiatric signs and symptoms.
Explain the management of pregnancy after 41 weeks’ gestation.
Explain how to detect, evaluate and manage adverse drug events.
Explain how inflammatory conditions have a significant impact on the quality of life of patients affected.
Describe the initial management of patients with acute abdominal pain.
Discuss acute abdominal pain Clinical Practice Guidelines.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
Outline an approach to short stature in children including history, physical examination and basic investigations.
Provide a differential diagnosis of short stature.
Clerkship Objectives
The student will differentiate physiologic from pathological growth.
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Describe the physiologic changes associated with pregnancy and explain their implication on anesthetic management
Describe the main physiologic differences between pediatric and adult patients and explain their implication on anesthetic management
Describe modalities used to control pain in the perioperative period: opioids, NSAIDs (including Acetaminophen), steroids, regional techniques and local anesthesia. Explain how analgesics are used in a mulitmodal fashion.
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Chest pain
Develop a management plan including: Pharmacologic treatment and non-pharmacologic treatment.
Lung nodule
Abdominal pain - acute
Back pain - Acute
Soft tissue injury
Cough
Dysuria
Chest pain
Anxiety
Grief
Cold/flu
Dizziness
Earache
Rash/skin lesions
Red eye
Undifferentiated problem (unwell, fatigue, pain)
Falls
Breast abnormality
Management of early pregnancy loss
Menopause symptoms
Asthma
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Bone and soft tissue tumours: Benign (osteochondromas); Malignant (osteosarcoma); Metastatic (breast cancer).
Understand new history and physical examination techniques to formulate a differential diagnosis.
Relate the significance of the various component examinations: observation, auscultation, percussion, palpation as they apply to common abdominal pathologic processes. Examples: distention, visible peristalsis, high pitched or absent bowel sounds, tympany, mass, localized vs. generalized guarding and/or rebound tenderness.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Laboratory: CBC, amylase, electrolytes, BUN, creatinine, glucose, urinalysis, beta-HCG, liver profile.
Discuss the differential diagnosis of inguinal pain, mass or bulge. consider hernia, adenopathy, muscular strain.
Develop a differential diagnosis for a 20-year-old patient with breast mass and a 45- year-old patient with breast mass. Consider benign vs. malignant, abscess.
Develop a differential diagnosis for a patient with perianal pain. (Be sure to include benign, malignant and inflammatory causes.)
Describe the priorities and sequence of a trauma patient evaluation (ABC's).
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
An understanding of the broad scope of family medicine
To perform a complete obstetrical physical examination.
Shortness of breath
Shortness of breath
Back pain - Chronic
Abdominal pain - chronic
Hematuria
Fever
Headache
Nasal congestion
Chronic pain
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
Brace, walking aid, and orthotic prescription.
Discuss the most frequently encountered benign hepatic tumors and their management.
Which patients with a pancreatic cyst need surgery and when?
Characterization of abdominal pain (location, severity, character, pattern).
Demonstrate the components of a complete abdominal examination including rectal, genital and pelvic examinations.
Demonstrate and relate the significance of various maneuvers utilized in evaluating acute abdominal pain. Examples: iliopsoas sign, Rovsing's sign, obturator sign, Murphy's sign, cough tenderness, heel tap, cervical motion tenderness.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Diagnostic imaging: Flat and upright abdominal radiographs, upright chest X-ray, ultrasound, CT scan abdomen and pelvis, GI contrast radiography, angiography.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
To recognize common patient problems presenting to an Obstetrician Gynaecologist including but not limited to: Amenorrhea, Contraception, Pelvic Pain, Menopause, Urogynecology Sexually Transmitted Infections, Human Papilloma Virus
To perform a complete gynecologic examination.
Describe differences between the medical management of paediatric patients versus adult patients.
Outline potential complications of the (fracture) injury.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Brace, walking aid, and orthotic prescription.
The student will recognize the importance of compound fractures and their management.
Describe how you would assess a patient's volume status
Describe common side effects of the commonly-used analgesic techniques.
Explain how epidurals and patient controlled analgesia is used in perioperative analgesia.
Describe modalities of analgesia used in labour and delivery
List indications for endotracheal intubation, use of LMA, and indications for mechanical ventilation
List potential sites for vascular access and describe complications associated with each site.
Shortness of breath
Outline initial diagnostic investigations for the patient’s problem(s).
Respiratory failure
Bleeding disorders (specifically: TTP/HUS, DIC)
Describe the anesthetic management of the patient undergoing Cesarean section
Explain the following concepts as they relate to drugs administered via intravenous: half-life, therapeutic range, metabolism, redistribution, elimination and target organ
Describe criteria for extubation
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Explain the fluid management issues of the pediatric patient.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Pneumonia
Headache
Heartburn
Joint pain
Wheezing
Menstrual irregularities, excessive vaginal bleeding and dysmenorrhea
Palpitations
Numbness
Sore throat
Prenatal care
COPD
Demonstrate an understanding of the concepts of evidence-based medicine and best practice guidelines and how they relate to patient care in the ED.
Interpret the information provided and synthesize an appropriate basic management plan including:
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Discuss the most frequently encountered malignant hepatic tumors and their management.
Temporal sequence of abdominal pain (onset, frequency, duration, progression).
Develop a differential diagnosis for various patients presenting with acute abdominal pain. Differentiate based on: Location (RUQ, epigastric, LUQ, RLQ, LLQ, Flank) and Symptom complex (examples: periumbilical pain localizing to RLQ, acute onset left flank pain with radiation to the testicle etc).
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain.
Explain the rationale for utilizing various diagnostic modalities in the evaluation of abdominal pain: Special diagnostic/Interventional techniques: upper endoscopy, procto-sigmoidoscopy, colonoscopy, laparoscopy.
Discuss priorities and specific goals of resuscitation for each form of shock: define goals of resuscitation; defend choice of fluids; discuss indications for transfusion; discuss management of acute coagulopathy; discuss indications for invasive monitoring; discuss use of inotropes; afterload reduction in management
Anxiety Disorders
Altered level of consciousness - including the recognition and management of acute stroke
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Learn how to apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving and other aspects of evidence-based health care.
Drug therapy (oral and topical analgesics, nonsteroidal anti-inflammatories, injections, narcotics, etc.) with an understanding of serious side-effects and addiction potential.
Infection: Osteomyelitis; Joint sepsis.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Employ the use of clinical decision rules and distinguish between patients who would be excluded from these rules and who could benefit from their use. Examples of these rules include: Risk stratification of PE (PERC, Wells, YEARS, Geneva); Head injury (Canada CT Head Rules, PECARN); C-Spine (Canada C-Spine Rules, Nexus criteria); MSK (Ottawa ankle, knee rules).
Acute Trauma
Identify intravenous drugs used in the induction, maintenance and emergence of general anesthesia, including indications for use, mechanism of action, and common side effects
Obesity
Pelvic pain - acute
Nausea and vomiting
Syncope
Describe the causes of splenomegaly.
Discuss management options for pulmonary embolus: Who needs anticoagulation with heparin? Who needs lytic therapy? Who needs vena caval filter protection? Discuss the indication for open thoracotomy and pulmonary embolectomy to treat massive embolism.
Discuss the diagnostic work-up and treatment of oliguria in the postoperative period. Include pre-renal, renal, and post-renal causes (including urinary retention).
Outline the diagnosis and management of colonic volvulus, diverticular stricture, fecal impaction and obstructing colon cancer.
Personality Disorders
Anaphylaxis / severe allergic reaction
To construct differential diagnoses for major obstetrical and gynaecological problems.
To perform a physical examination on a labouring patient.
Empyema
Rectal bleeding
Pelvic pain - chronic
Post natal care
Hypertension
Club Foot.
Compartment Syndrome, Cauda equina syndrome, Limb Ischemia
Describe the risk factors, diagnosis and management of epistaxis. Describe the indications and techniques for nasal packing.
Discuss the importance of such breast imaging studies as ultrasound and mammography.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
To formulate management plans for major obstetrical and gynaecological problems.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Hand and wrist (5th metacarpal fracture (boxer’s), Scaphoid fractures, Distal radius fractures).
Hand and Wrist: Tendon injury (Jersey finger, mallet finger, boutonniere deformity); Ulnar Collateral Ligament injury (Game keeper or skier’s thumb); Carpal Tunnel Syndrome; Dupuytren’s disease.
Identify inhalation anesthetic agents used in the induction and maintenance of general anesthesia including mode of delivery, indications of use, mechanism of action, concept of minimum alveolar concentration and common side effects
Abdominal pain
Pleural effusion
Unintended weight loss
Describe how we measure patient ventilation and oxygenation and how to determine if they are adequate.
Describe the determinants of cardiac output. Explain the relationship between myocardial oxygen supply and demand and how we can alter each aspect of the relationship perioperatively.
Asthma
Weight loss
Vaginal discharge/urethral discharge
Ischemic Heart disease
Flat feet (Tarsal coalition).
Discuss the short and long term complications associated with surgical removal of the spleen.
Discuss an appropriate diagnostic evaluation for a patient with hemothorax.
Describe the management of postoperative chest pain.
Discuss the risks of surgical treatment and the risks of the aneurysm left untreated.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
To perform a physical examination on a gynaecological patient presenting for emergency care.
Forearm and Elbow: Epicondylitis (tennis elbow - lateral, golfer’s elbow - medial); Olecranon bursitis; Biceps tendon injury.
Forearm and elbow (Monteggia fracture)
Thyroid nodule
Shoulder and Upper Arm: Rotator cuff tear; Joint instability; Superior labral tear
Humerus (Supracondylar humerus fracture)
List the causes of hypoxemia. Describe appropriate treatment of hypoxemia in the perioperative setting.
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Understand responsibility associated with ordering investigations including: resource stewardship and high value care, awareness of range of normal, responsibility to follow-up and review results.
Venous thromboembolism (specifically: deep vein thrombosis and pulmonary embolism)
Joint pain
Shock - Recognize shock and predict underlying etiology (distributive, cardiogenic, hypovolemic, obstructive).
Type 2 Diabetes Mellitus
Patellofemoral disorders
Students will understand the importance of early diagnosis and treatment in subarachnoid hemorrhage and epidural hematomas.
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
Lower extremity malalignment (in-toeing).
Discuss the management of cystic lesions of the pancreas.
Which patients (with hemothorax) need an operation?
Somatoform disorders
Seizure
Foot and Ankle (Lisfranc fracture, 5th Metatarsal fracture (acute and stress), Ankle fracture).
Foot and Ankle: Ankle sprains; Achilles Tendon Injury; Bunions; Diabetic foot.
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Anemia
Supraventricular tachycardias (other than atrial fibrillation)
Specific Clinical Presentations and Disease Problems in Internal Medicine: Describe key illnesses in the elderly, focusing on their often atypical presentation. (eg. Urinary tract infection, pneumonia, tuberculosis, depression, thyroid disease, myocardial infarction).
Explain the presentation and management of malignant hyperthermia as an example of the hypermetabolic state
Describe the characteristics, typical locations, etiology and incidence of malignant melanoma.
Medical Psychiatry
Cardiorespiratory arrest
Identify information resources for selecting diagnostic investigations for patients with common and uncommon medical problems.
Hemolysis
Limping child (Developmental Dysplasia of the Hip (DDH), Perthes, Slipped Capital Femoral Epiphysis (SCFE))
Knee and Lower Leg: Meniscal tears; Osteochondritis dissecans/loose bodies; Cruciate and collateral ligament injuries (ACL, PCL, MCL, LCL).
Valvular heart disease (other than mitral stenosis and regurgitation and aortic stenosis).
Lower extremity (Tibia fracture, Femoral neck fracture).
Apophyseal conditions (Osgood Schlatter Disease)
Hip and Upper Leg: Labral tears; FAI; Osteoarthritis.
Ability to intervene in the natural history of disease through preventative, curative and palliative strategies
Explain the presentation and management of pseudocholinesterase (plasma cholinesterase) deficiency as an example of a pharmacogenetic disease.
Headache
Peripheral vascular disease
Discuss the relationship of melanoma to benign nevi and characteristics which help differentiate them.
Describe the early management of a major burn.
Trauma- and stressor-related disorders
To identify and demonstrate the management of abnormal labour.
Vitamin B12 deficiency
Fractures (Growth plate fractures).
Axial and soft tissue joint disorders: neck and back pain; Myelopathy/claudication; Disc herniation; Scoliosis; Spondylolisthesis.
Other: Impulse control disorders, Factitious Disorder and Malingering
To demonstrate an ability and approach to assessing: Normal labour; Rupture of membranes; Third Trimester Bleeding; Abdominal Pain in Pregnancy.
Ability to formulate a prognosis of an individual’s health
Minor trauma / MSK injuries (including fracture / dislocation/ sprain). Explain the ABCDE approach to major and minor trauma, identify resuscitative priorities and recognize injuries which require acute management.
Thrombocytopenia
Ventricular arrhythmias (other than ventricular tachycardia)
Abnormal behavior (psychosis, delirium, intoxication, violence).
Sleep apnea
Amnestic and Dissociative disorders
Identify resources to help determine appropriate treatment options for common and uncommon medical problems.
Leukocytosis
Head injury - minor
Leukopenia
Tuberculosis infection
Hypo/hypercalcemia
Bronchiectasis
Fever
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Dizziness / vertigo
Hypo/hypernatremia
Lung cancer
Hypo/hyperkalemia
Cardiac dysrhythmias. Synthesize ACLS (Advanced Cardiovascular Life Support) algorithms, recognize unstable ACLS states and use ACLS algorithms to guide treatment.
Interstitial lung disease
Acid-base disorders
Spinal cord compression
Recommend medication management, monitoring and counselling, including: Classes of psychiatric medications and their indications. Medication counselling: indications, choice, side effects, etc. Pre-medication work-up. Medication monitoring and work-up. Side effects (blood tests and physical e.g. AIMS). Metabolic syndromes and monitoring. Special populations (pediatric, geriatric, pregnancy). Acute syndromes/reactions (NMS, dystonia, serotonin syndrome, toxicity).
Vaginal bleeding - pregnant
Demyelinating disease
Poisoning
Hyperlipidemia
Coma
Parkinson's disease
Burns - minor / major
To construct differential diagnoses and management plans (for gynaecologic problems presenting to the emergency room).
Urinary symptoms
Seizures
Osteoporosis
Syncope
Osteoarthritis
Neck and back pain
To formulate a post-operative management plan.
Eye pain (including red eye)
Delirium
Connective tissue diseases (other than systemic lupus erythematosus and rheumatoid arthritis).
Dementia
Sexually transmitted diseases including HIV infection.
To recognize the principles and practice of prenatal diagnosis.
Cerebrovascular disease (including stroke)
Mononucleosis
Recurrent falls
Anaphylaxis/angioedema
Meningitis
Leukemia (AML, ALL, CML, CLL)
Renal stones
Peripheral neuropathy
Substance abuse (other than alcohol, opioids, benzodiazepines and cocaine)
Upper GI bleeding
Lower GI bleeding
Chronic pancreatitis
Sarcoidosis
Hepatitis : acute and chronic
Cirrhosis
Encephalitis
Bone marrow failure
Spontaneous bacterial peritonitis
Hepatomegaly
Vasculitis syndromes
Toxidromes (specifically: tricyclic antidepressants, toxic alcohols, SSRIs).
Splenomegaly
Jaundice
Substance abuse (specifically: cocaine and other non-opioid street drugs)
Diarrhea
Inflammatory bowel disease
Peptic ulcer disease
Acute pancreatitis
Acute renal failure
Chronic renal failure
Nephrotic syndrome
Urinary tract infection
Pyelonephritis
Fever
Dehydration
Substance abuse (specifically: alcohol, opioids, benzodiazepines)
Adverse drug reactions/drug allergies
Shock
Edema: generalized or peripheral
Cardiac arrest
Chest pain/angina
Valvular heart disease (specifically: mitral stenosis and regurgitation and aortic stenosis)
Atrial fibrillation
Ventricular tachycardia
Bradyarrhythmias and heart block
Acute coronary syndrome
Congestive heart failure
Pericarditis
Endocarditis
Hypertension
Chronic obstructive pulmonary disease
Types I and II diabetes mellitus
Hypo/hyperthyroidism
Connective tissue diseases (specifically: systemic lupus erythematosus and rheumatoid arthritis)
Septic arthritis/osteomyelitis
Gout /pseudo-gout
Cellulitis
Lymphoma (Hodgkin’s and non-Hodgkin’s)
Multiple myeloma
Toxidromes (specifically: aspirin, acetaminophen, opioids, cocaine)
Essential Clinical Experience
Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
Apply evidence-based information to inform decision making and share with patient or family.
General Objectives
Theme 1: Mood and affect regulation, including stress
Summarize the basics in immunity, inflammation and the concept of autoimmunity.
Explain the structure, function and physiology of the urinary tract, kidney, nephron and glomerulus
Common presentations of drug toxicity
Describe the anatomy associated with common soft tissue injuries and how abnormalities result in musculoskeletal problems.
Identify the facets which make up a joint and specifically what is synovial fluid and what role does it play in the joint.
Describe the genetics and molecular structure of hemoglobin, its synthesis and how qualitative and quantitative abnormalities cause disease.
Explain the affinity of various hemoglobins for oxygen and other gases and how it impacts oxygen transport.
Describe the basic red blood cell surface antigens (ABO, Rh) and their importance in transfusion medicine.
Develop a mechanism-based approach to management of hematologic diseases.
Describe the normal flora at the most important non-sterile sites in the body.
Describe and apply how the total amount of sodium in the body determines the volume of the intravascular space.
Medication adverse effects and substance use.
Describe the physiological sequelae of sustained stress.
Explain the spectrum of “mind-body” somatic symptoms- from mood and anxiety disorders to painful somatic conditions like fibromyalgia.
Discuss the general pharmacokinetic properties of psychotropic drugs, including volume of distribution, time to steady state concentration, and half-life.
Review common scenarios involving urgent decision making processes encountered in the acute care setting.
Discuss the concerns for drug-drug interactions between different categories of psychotropic drugs.
Demonstrate application of subjective and objective patient information to support decision making and critical thinking in urgent care situations.
Differentiate between back pain, spine pain and radicular pain.
Describe the role of the basal ganglia in the control of movement.
Explain The relationship between stress and depression.
Recognize childhood and parenting factors associated with the development of typical and atypical attachment.
Search for and organize essential and accurate research evidence.
Identify basic musculoskeletal and neurological anatomical structures in the limbs.
Explain the homeostatic mechanisms which maintain the joint and the joint capsule.
Identify that there are many triggers to inflammation and factors that mediate it.
Recognize abnormalities of emotions, perceptions, behaviour and cognition, and describe them in appropriate terminology. The student will be expected to articulate an approach to the evaluation of patients with:
Describe the response of the cardiovascular and respiratory systems to too many red blood cells and too few red blood cells.
Describe the role of iron, folic acid and vitamin B12 in hematopoiesis.
Describe the differences between and classify various types of pathogens (e.g. bacteria, viruses, fungi and parasites).
Understand how the kidney conserves sodium appropriately during hypovolemic states, and inappropriately in the setting of congestive heart failure.
Discuss common developmental abnormalities of the musculoskeletal system in a child.
Describe the concept of tendons vs. ligaments and how their structures and roles differ.
Describe how the immune system is closely tied in with many disease entities affecting the musculoskeletal system. Central concepts include inflammation, the adaptive and innate immunities and Th1 and Th2 factors.
Describe the principles of cancer screening?
Explain the effects of airflow obstruction on the respiratory tract, lung mechanics and gas exchange. Use this knowledge to explain the symptoms and signs with which the patient with lower or upper airway obstruction presents.
Develop a conceptual approach to diagnosis of anemia and polycythemia.
Describe the destruction of hemoglobin and bilirubin metabolism especially in relation to hemolytic disorders.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Explain the overall structure of the immune system.
Illustrate the mechanisms by which the kidney may excrete a dilute versus concentrated urine.
Modify treatment plans and clinical decision making skills when required with review of rationale for each scenario encountered.
Recognize signs of basal ganglia dysfunction.
Identify the treatment and side effects of bipolar disorder, mania and depression.
Explain the role of the HPA Axis in stress-related medical conditions with psychiatric sequelae.
Develop a conceptual approach to management of venous thromboembolic disease.
Develop a conceptual approach to diagnosis of bleeding disorders.
Explain the mechanisms responsible for elevation of blood pressure in the setting of renal artery stenosis.
Theme 4: Perception and thought processes
Describe the response of the cardiovascular and respiratory systems to venous thrombosis.
Describe the scope and multi-system nature of many autoimmune musculoskeletal diseases.
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Understand the major drug classes used to treat diseases studied in brain and behaviour, their mechanisms of action; indications and adverse effects: benzodiazepines; SSRI / SNRI/ TCA ; First- and second-generation antipsychotics.
Explain the basis of cancer diagnosis and prognosis.
Describe imaging modalities used to stage cancer.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Describe the pathophysiology that leads to white cell malignancies.
Explain the pathophysiology and clinical presentation of Parkinsonism.
Recognize the role of the sympathetic and parasympathetic nervous system in producing physical symptoms associated with psychiatric syndromes.
Describe the concept of impairments in level of consciousness and the relationship to: arousal, attention, memory and concentration.
Demonstrate synthesis of clinical knowledge gained throughout the Pre-Clerkship Curriculum in Rapid Fire Cases
Describe the infections that patients with common forms of immunodeficiency are at risk of acquiring.
Explain the effects of mood stabilizers and antipsychotic medications on metabolic disturbances.
Discuss the mechanisms and consequences of cerebral ischemia.
Describe the mechanism of action for the drugs used in the treatment of Parkinsonism.
Explain the use of naltrexone as an anti-craving therapy for alcohol use disorder.
Describe the sequelae associated with adverse childhood experiences.
Describe the physiology, pathophysiology, clinical presentation, investigation and treatment of conditions related to the following endocrine glands or conditions: Diabetes mellitus; Pituitary; Thyroid; Adrenal; Parathyroid.
Employ an approach to metabolic acidosis including using the anion gap to solve clinical problems.
Understand the concept of anion gap and how it pertains to metabolic acidosis.
Theme 5: Principles of psychcopharmacology
Explain the structure and development of bone, particularly the concept of the epiphyseal plate.
Explain how mechanical abnormalities affect function.
Describe the clinical difference and approach to monoarthritis and polyarthritis.
Discuss rheumatic disorders, including vascultis and myopathies, that present with overlapping neurological symptoms.
Develop a mechanism-based approach to management of airflow obstruction.
Develop a mechanism-based approach to the management of coronary artery disease.
Describe the molecular mechanisms at play in vaccines, the diseases vaccines are used to prevent, and the rationale for the recommended immunization schedules.
Describe fractures in children and contrast these to fractures in adults.
Discuss degenerative musculoskeletal diseases.
Develop a mechanism-based approach to the diagnosis and management of arrhythmias.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Develop an approach to diagnostic tests as applied to the respiratory system: arterial blood gases, pulmonary function tests, chest x-rays, exercise testing.
Develop an approach to diagnostic tests as applied to hematology: complete blood counts, peripheral blood smears, coagulation testing, protein electrophoresis, and introduction to cytogenetics and molecular studies.
Describe the role of infection control in preventing the acquisition and spread of infectious diseases.
Explore the benefits and side effects of benzodiazepines and stimulant medication use.
Develop an overall approach to weakness, leading into the neuroscience subunit.
Be able to calculate the anion gap and use this calculation to solve clinical problems.
Describe and apply the paradigm of pre-renal, renal and post-renal processes that can lead to acute kidney injury.
Develop an approach to diagnostic tests as applied to the cardiovascular system: EKG, chest x-ray, echocardiogram, stress test.
Develop a mechanism-based approach to management of respiratory pump failure.
Develop a mechanism-based approach to management of cardiovascular diseases: medications, behavioural modifications and population measures for prevention.
Review recent developments in immunotherapy.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Explore the role and safety of dietary supplements, and the application and regulation of health claims on food and supplement labels in relation to specific diseases.
Recognize the clinical signs that suggest limbic system dysfunction.
Describe the mechanism of action, the efficacy and adverse effects of Non-Steroidal Anti-Inflammatory Drugs (NSAIDs) and acetaminophen particularly with respect to their role in managing osteoarthritis.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Differentiate between central and peripheral hearing loss.
Explain bone physiology and histology and its role as a structural frame.
Describe concepts of bone quantity and bone quality and how these are measured.
Devise hypotheses regarding the mechanisms responsible for the patient's complaint.
Recurrent interpersonal problems.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Addiction.
Describe some basic concepts surrounding brain tumor development.
Describe less common metabolic bone diseases which help one learn about normal bone.
Explain how bone repairs.
Explain the nephrotoxic potential of certain drugs.
Global Objectives
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the students will have an overall approach to weakness, and will be able to describe inflammatory muscle disease.
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students should be able to discuss features and causes of urinary tract infection and types and etiology of kidney stones.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, students will be able to describe the normal immune system response to infection as well as how chemotherapy can cause myelosuppression.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to describe the normal function of the neuromuscular junction.
Upon completion of this case, students will be able to describe the basic anatomical structures of the lower limbs.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to describe the microscopic anatomy and physiology of a peripheral nerve.
Upon completion of this problem, students should be able to describe the cardiac cycle, the mechanisms of myocardial contraction and the pathophysiology of congestive heart failure.
Upon completion of this problem, students should be able to explain fluid homeostasis in the human body and apply this to clinical problems, specifically how it is disrupted in nephrotic syndrome.
Upon completion of this problem, students should be able to describe the normal menstrual cycle and to identify factors that can disrupt normal female reproductive physiology.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students should be able to describe the fundamentals of nerve conduction in health and disease.
Upon completion of this problem, students will be able to describe the gross anatomy of the upper limb, including bones, muscles and nerves. They will know the functions of the key nerves of the upper limb.
Upon completion of this problem, students will understand the physical symptoms of panic disorder and contrast the symptoms of anxiety and panic from other conditions or disorders.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the spine.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this case, students will appreciate that joint pain can arise from a number of different etiologies, and explore osteonecrosis as one of these etiologies.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to describe the factors that influence airway luminal diameter, and the key aspects of allergic mediated inflammation.
Upon completion of this problem, students should be able to discuss the anatomy and physiology of the eye and optic nerves.
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis.
Upon completion of this problem, students should be able to explain the pathophysiology of the acute coronary syndromes.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students should be able to describe the anatomy and physiology of the auditory system.
Upon completion of this problem, students should be able to explain the role of platelets in hemostasis and thrombosis.
Upon completion of this problem, students will understand the anatomy and biomechanics of the knee, and explore the mechanisms and pathology of lesions affecting the components.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students should be able to explain metabolic acid base equilibrium and be able to recognize the mechanisms leading to metabolic acid-base disorders.
Upon completion of this problem, students should be able to describe the anatomy and basic functional circuitry of the basal ganglia.
Upon completion of this problem, students will be able to discuss sexually transmitted infections.
Upon completion of this problem, students should be able to describe the role of coagulation factors in secondary hemostasis. Students should be able to assess the risk to family members of an individual with an X-linked condition.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should be able to recognize the anatomy and discuss the overall functioning of the limbic system.
Upon completion of this problem, students should be able to explain the impact of poor perfusion on kidney function and apply that to the development of acute kidney injury, and recognize the importance of Traditional Medicine Ceremonies for healing.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, the student should be able to define the terms “primary, secondary, and tertiary prevention” as they relate to cancer. Students should be able to describe the characteristics of an effective population screening program and the mechanisms by which screening can reduce the burden of cancer.
Upon completion of this problem, students should be able to discuss the cortical organization of language.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students will be able to describe the regulation and function of the hypothalamic-pituitary-adrenal axis.
After completing this problem, students will understand common presentations of eating disorders.
Upon completion of this problem, the student should be able to discuss the assessment and management of the complications of chronic kidney disease and to illustrate the constraints faced by these patients recognizing the need to modify medication regimens in the face of declining renal function. Students should be able to assess the risk to relatives of a person with an autosomal dominant condition.
Upon completion of this problem, students should be able to discuss the concept of dementia.
Upon completion of this problem, students will understand vitamin D physiology, consequences of deficiency, and osteomalacia.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Upon completion of this case, students will be able to describe gout.
Upon completion of this case, students will be able to broadly describe the pathophysiology, clinical manifestations and general approach to management of the hematological malignancies in children. Students should be able to describe the role of genetic testing in the management of children with ALL.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
Upon completion of this problem, students should be able to describe cancer-directed and non-cancer-directed treatments in the management of metastatic cancer. Students should be able to explain the need for urgent treatment in some instances of incurable cancer.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Abnormal Uterine Bleeding (AUB)
Prevalence of Abnormal Uterine Bleeding. Impact of Abnormal Uterine Bleeding (AUB) on Women. Clinical, Economic, and Lifestyle. Pathogenesis of AUB. A brief look at causality. Investigation and treatment of women with AUB. What to do, when to do it.
Active Large Group Session: Acute and Chronic Pain
Active Large Group Session: Adverse Drug Reactions and Drug Interactions
Active Large Group Session: Antibiotic Prescribing
Active Large Group Session: Approach to the chest x-ray
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Clinical Pharmacology
Provide an introduction to the field of clinical pharmacology and therapeutics. To discuss what will be covered throughout the MD Program curriculum. To discuss pharmacodynamics and pharmacokinetic concepts.
Active Large Group Session: End-of-Life Care
Active Large Group Session: GI-GU-Pelvic Imaging
Essentials of gastrointestinal and gynecologic imaging.
Active Large Group Session: Growth: Hormonal Considerations
Active Large Group Session: Inflammatory Arthritis
Active Large Group Session: Introduction to Immunology
Active Large Group Session: Introduction to Psychiatry
Epidemiology. Nosology. Brain and behaviour. Medical Psychiatry. PBL cases. Five steps to differential diagnosis. Sub-unit overview.
Active Large Group Session: Labour
Intrapartum management of spontaneous labour. Fetal health surveillance in labour. Operative vaginal birth. Indications for caesarean sections. Management of pregnancy at 41+0 to 42+0 weeks
Active Large Group Session: MSK Radiology
Compare and contrast how various imaging modalities can be best utilized to image the different components of the musculoskeletal system. Develop an approach to the interpretation of MSK radiographs. Develop an approach to the interpretation of the cervical spine radiograph. Compare and contrast the appropriate use of various imaging modalities in the work up of the following cases: Scaphoid fracture; Acute knee pain; Ankle trauma; C-spine trauma.
Active Large Group Session: Outbreak Management
Anatomy Demonstrations: Axial skeleton, spine and back
Anatomy Demonstrations: Lower Limb
Anatomy Demonstrations: Plexi, Plexus and Compartments
Anatomy Demonstrations: Upper Limb
Clerkship Teaching Session: Abdominal Pain
Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: Chest pain
By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Neurology
Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Pathology Conferences (CPC): Endocrine: Hypercalcemia (Archived)
A. Calcium Homeostasis 1. Organs involved (bone, gut, kidney) 2. Hormonal regulation (PTH, vitamin D, OPG, calcitonin, PTHrP) B. Hypercalcemia 1. Approach to differential diagnosis through serum PTH level 2. Management C. Hyperparathyroidism 1. Biochemical diagnosis 2. Preoperative localization: value of sestamibi scanning D. PTHrP (parathyroid hormone related peptide) 1. Normal physiological role 2. Associated with paraneoplastic malignancy E. Examination of the spleen 1. Castelle’s sign. Imaging of Hyperparathyroidism.
Clinical Pathology Conferences (CPC): Neuro Week 1
45 yr old male noticed some clumsiness and weakness of the left hand.
Clinical Pathology Conferences (CPC): Neuro Week 2
Harry is a 64-year-old with new-onset seizures (L arm jerking then loss of consciousness) lasting 20min in duration, with 3h before returning to baseline. On context of intermittent headache & blurry vision for few months, 3wks of progressive, insidious onset L arm weakness.
Clinical Pathology Conferences (CPC): Neuro Week 3
67 year-old woman reporting numbness and tingling in feet. Started in toes and has progressed to entire foot over the past 12 months. Feels like “walking on socks” even when her feet are bare. Especially bad at night and in morning upon awakening. Toes have also started feeling “heavy”, hard to wiggle.
Clinical Pathology Conferences (CPC): Neuro Week 4
Nancy: 50-year-old female, one year of involuntary movements. The movements wax and wane during the day, but completely stops while asleep. Movements were initially subtle but progressive over time. Five years ago, she was fired from her job due to impulsivity and anger issues. Since this time, she has been unemployed, withdrawn, and depressed
Clinical Pathology Conferences (CPC): Pulmonary Nodules (Archived)
Clinical presentation of a 36 year old woman with painful left eye, red, vision blurred, no trauma. Minor cough, no sputum, no hemoptysis, no chest pain, no dyspnea, no wheeze. Clinical presentation of a 49 year old music teacher. Short of breath when cycling, singing in concerts or at church, progressive over 6 months, not variable. Minor cough, no sputum or wheeze or chest pain, no fever.
Clinical Pathology Conferences (CPC): Shortness of Breath (Archived)
Case presentation of megaloblastic anemia with objective of making a unified diagnosis, understanding the pathophysiology and reviewing the appropriate diagnostic and therapeutic strategies.
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
e-Learning Module: Red Eye
In this module you'll learn about the approach to the red eye.
e-Learning Module: Slack Case-Based Learning
Goals of this activity are to help students refine their clinical decision making by problem-solving common case scenarios and connecting students with staff/residents during a time where face-to-face interaction may be limited.
e-Learning Module: Triage
Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.
Essential Clinical Experience: Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
Essential Clinical Experience: Apply evidence-based information to inform decision making and share with patient or family.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Aphasia
Connections between Wernicke's and Broca's areas, mediating expression of language utterances in speech. Broca's area and the primary motor area. Primary auditory perception and Wernicke's area. Connection between vision and Wernicke's area, mediating reading ability. Somatosensory perception (tactile, pain, cold/hot, position sense) and Wernicke's area. Key aspects to aphasia: Lesion, insult in the dominant hemisphere; Impaired naming; Is repetition impaired? Is comprehension impaired? Is reading and writing impaired?
Large Group Session: Applying the Lessons from SARS to Pandemic Influenza (Archived)
The epidemiology and causes of severe acute repiratory sydnrome (SARS) in Guangdong, People's Republic of China, in February 2003. The pathogen: coronavirus. Seasonal (Human) influenza; Pandemic influenza; Avian (Bird)/Swine (Pig) influenza. Influenza Type A and Type B. Influenza transmission, spread and incubation.
Large Group Session: Approach to Toxicology
Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.
Large Group Session: Approach to Trauma and Burns
Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.
Large Group Session: Drug Interactions (Archived)
The objectives of this session are to: Appreciate that drug-drug interactions are innumerable and can occur frequently in clinical practice. Understand some of the mechanisms by which drug-drug interactions occur. Understand how drug-drug interactions can be prevented.
Large Group Session: Interpretation of Molecular Genetic Test Results (Using CF as a model) (Archived)
Understand the principle types of gene mutations. Understand the nomenclature used to describe gene mutations. Understand the importance of test sensitivity for interpreting results. Understand the problem of unclassified variants/variants of unknown clinical significance.
Large Group Session: Intro to Neurology subunit and Intro to Neurosciences
How much Neuro do you need to know? What do residency program directors expect? Weekly themes: Week 1:Muscle, NMJ, Nerve. Week 2: spinal cord, brainstem. Week 3: Basal Ganglia, Limbic system. Week 4: Cerebral cortex. Muscle. Localization. Neuromuscular junction. Nerve. Resting potential. Post-synaptic potentials. Anterior horn. Central vs. peripheral nervous system. Spinal cord. Brainstem. Cerebellum. Limbic system. Basal Ganglia. Cerebral cortex.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Neuro Toolbox - Muscle/nerve histology, physiology and EMG-NCS
Muscle and nerve neuropathology basics. Clinical examination. Muscle enzymes CPK. Electrophysiology EMG. Muscle biopsy. Type 1 and 2 muscle fibers. Muscular Dystrophies. Inflammatory Myopathies. Congenital myopathies. Metabolic muscle disease. Mitochondrial disease. Peripheral nerve and motor unit. Electromyogram (EMG) and Nerve Conduction Studies (NCS).
Large Group Session: Neuro Toolbox - Neurogenetics (Archived)
Genomic imprinting. Uniparental disomy. Prader-Willi Syndrome. Angelman Syndrome. Epigenetics. Nucleotide Repeat disorders. Trinucleotide Repeat disorders. Fragile X syndrome. Common characteristics of repeat disorders.
Large Group Session: Neuroimaging
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Psychopharmacology (Archived)
General pharmacology overview. Review the major groups of psychotropic medications: antipsychotics; antidepressants; mood stabilizers; anxiolytics. Introduce serotonin syndrome and neuroleptic malignant syndrome.
Large Group Session: Shock and Sepsis in the Emergency Department
Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.
Large Group Session: Skin Cancer Detection Tools and Surgical Treatment Options (Archived)
Skin. Derm day.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: What is Mental Illness (Archived)
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Tutorial: A.J. Singhai MF4 Host Defence (Archived)
Sylvia and Raj Singhai are parents of 3 children: A.J. (aged 7), Jasmine (aged 4), and Bal (aged 3). Jasmine and Bal have both had a cough and cold for a few days, now, but have not been kept home from day care. Going to bed, Raj tells Sylvia that his throat is bothering him, with some difficulty swallowing, and that he has just started to get some chills. The next morning, both Raj and A.J. wake up with sore throats, and A.J. says it hurts too much to swallow, and that he doesn't feel well enough to go to school
Tutorial: Adrian Scholtz Part 1
Adrian Scholtz is a 33 yr old male patient presenting at the Shelter Medical Outreach centre. He complains of a dry cough, fever, shortness of breath and worsening fatigue. He was seen at a walk-in clinic a few days ago for similar symptoms. He states he underwent testing for influenza A and COVID, but did not stay around to see what the results were. Adrian was encouraged to take Tylenol and rest, but did not receive any antibiotics or other treatment. Past medical history includes intravenous drug use, mechanical valve replacement (3 years ago), and is a current smoker. Concerned that Adrian appears quite sick, the medical clinic staff arranges for Adrian to be sent to the local ER department for evaluation.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Albert Johnson IF Host Defence and Neoplasia
Mr. Johnson is a previously fit, retired 70-year old Afro-Canadian gentleman. His son and daughter-in-law live several hundred miles away in another city and maintain contact with him by telephone. They return home on a Friday evening to surprise him for his birthday and find his apartment in disarray and Mr. Johnson in bed, in too much pain to move. He seems unable to stand independently, though it is hard to tell if this is a result of his overall weakness, or the pain. They call an ambulance and he is taken to the Emergency Department of the local community hospital.
Tutorial: Albi Mantoukian MF4 Host Defence (Archived)
Albi Mantoukian is a 2 week old boy, brought in by his mother, Salpie. Albi has been doing well by all accounts: he has already exceeded his birth weight, is breast-feeding and sleeping well. Salpie has noticed a white, creamy coating on Albi's tongue and palate, and her mother tells her that this is a yeast infection and is nothing to worry about. Salpie knows that she had a vaginal yeast infection after receiving treatment for a urinary tract infection 2 months before delivery, and suspects that she gave this to her son.
Tutorial: Alessandra W. MF1 Cardiovascular
Alessandra W. is a 70-year-old lady referred to you for shortness of breath. She was previously fairly healthy until 2 months ago when she began noticing mild dyspnea with walking one to two blocks, climbing two flights of stairs, and while swimming at her local pool. Her symptoms have progressed since then to the point where she was forced to give up her swimming, which she had been doing regularly for the last several years. She also could no longer climb more than one flight of stairs without stopping. Over the last few days, she has noticed swelling in her ankles. She has become particularly concerned because she has been waking up at night short of breath and for the first time yesterday was forced to sleep sitting in her recliner. She denies any chest pain, fever, or cough.
Tutorial: Allyson Purdon MF4 Neoplasia (Archived)
Allyson is a 39 year old advertising executive who comes to your clinic complaining of a 'mole' which has been present for several years, but recently has been growing in size and becoming darker over the past 3 months. She is worried that it might be cancer.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amir Boutros MF2 Renal
Amir Boutros is a 30 year old man with a history of Crohn's disease who presents to the hospital with a recent history of increased pain and diarrhea. He is very weak, dizzy and short of breath. His BP is 80/50 with a heart rate of 120 and respiratory rate of 24. His chest X-ray is normal.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Anesthetic Practice
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Benjamin Nuri MF4 Brain and Behaviour
Benjamin Nuri is a 45 year old Caucasian male who presents at the emergency room accompanied by his wife. He has been to the emergency room on two occasions prior to today . He reports that for the past year and a half he has experienced transient episodes of chest pain, shortness of breath, sweating nausea, numbess in the left side of his face and left arm as well as dizziness.
Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
Tutorial: Brian Palmer MF4 Neoplasia (Archived)
Mr. Palmer, 67 years old and previously well, has had several months of poorly localized upper abdominal pain, decreased appetite, and weight loss. His family physician performs a thorough physical exam and can palpate the liver edge 7 cm below the right costal margin. There is no other abnormal finding on physical exam. He orders a CT scan, which demonstrates that Mr. Palmer's liver is grossly enlarged with multiple lesions throughout the liver, consistent with metastatic malignancy. There is no other abnormality seen on the CT abdomen, and further imaging of the chest and pelvis is also normal.
Tutorial: Brock Martel MF4 MSK
Brock is a 25-year-old man who sustained a laceration to the upper third of his right forearm when he accidentally put his arm through a plate glass window. He presents to the emergency room. On examination, the ER physician finds Brock has significant weakness dorsal and palmar interossei, resulting in weakness of abduction and adduction of the index, middle and ring finger of the right hand.
Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Carmine Garcia MF2 Hematology
Mr. Garcia is a 57-year-old retired banker who loves to play golf and garden. Despite chronic hip pain for which he takes aspirin on a regular basis, he plays golf 2-3 times a week in the spring and summer. His wife has encouraged him to see you today because over the past 3-4 months he has felt increasingly tired, and in fact, has not done his usual summer plantings. She also finds him very irritable. With some reluctance, Carmine tells you that he has been short of breath on the green on a couple of occasions over the last week, and that he really feels too fatigued to garden for any length of time. This worries him, as he has some friends with cancer, and they seemed to have the same symptoms prior to their diagnosis.
Tutorial: Celia and Maria MF2 Renal
Maria is a 33 year old single woman who is concerned about the health of her 2 year old daughter Celia. Since three months of age Celia has been treated with multiple course of antibiotics for episodes of fever and irritability. Maria wants the doctor to check a urine sample because she thinks it might be a "urine infection" since Celia's wet diapers have a bad smell
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Daniel Gatto MF4 MSK
Daniel Gatto is a 41-year-old stockbroker. Once a top level soccer player, he now plays the game only over weekends, though he is sometimes able to get out for his club's midweek practice session. He enters your walk-in clinic on a Tuesday morning, limping slightly and reporting that he has been having increasing problems with his right knee over the past month. The knee has been intermittently painful and has seemed swollen from time to time. He has also been concerned about what he describes as "a feeling of weakness" of the knee, as though it was about to "give way"
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Diane Bainbridge MF4 MSK
Diane Bainbridge, a 32 year old woman, complains of fatigue and weakness, lower back, and hip pain which she describes as a gnawing ache. She has noticed that this has become progressively worse over the past few months and she finds that getting up from a chair is difficult. She has noticed that her gait has changed. She has known celiac disease and has had associated weight loss and intermittent diarrhea
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Elena Christakos MF2 Renal
Elena Christakos is a 54 yr old lady who presents to the Emergency Room with a 48 hr history of fever (temp up to 39.6 degrees celsius), chills, and weakness. Her condition in the ER deteriorates; BP falls to 80/50 and she becomes anuric. She is thought to be developing septic shock and is transferred to the ICU.
Tutorial: Emily Bradstone MF3 Endocrinology
A 55 year old female, Emily Bradstone, is seen by a hematologist for easy bruising. No hematological problem was found. An internist also saw the patient. There has been a one-year history of easy bruising, weight gain, worsening of diabetes, difficulty climbing stairs and edema of the ankles
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
Tutorial: Ethel MacConkey IF Host Defence and Neoplasia
Ethel is a 76 year old widow. She has a history of hypertension (treated with a thiazide diuretic and a calcium channel blocker), hyperlipidemia (treated with an HMGCoA reductase inhibitor), and obesity. Apart from this, she has been relatively healthy, and plays an active role with her 3 grandchildren as well as her church. Unfortunately, over the past few years, she has had increasing difficulty walking because of pain from osteoarthritis in her hips (especially her right hip) and, to a lesser extent, her knees. She therefore undergoes a right total hip arthroplasty. After 6 days in hospital, she is transferred to the rehab ward for further physiotherapy to improve her mobility. Five weeks into her rehab stay she develops a fever of 38.7 C. Additionally her physiotherapist has noticed that over the past 7-8 days Ethel has been less willing to participate in her exercises due to complaints of pain in her right hip. Concerned about Ethel's fever, the nurses give her acetaminophen and call the attending physiatrist to assess the patient for a potential infectious source.
Tutorial: Examination
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Giuseppe Carnivale MF4 MSK
Giuseppe Carnivale is a 42 year old construction worker who presents with the complaint of gradually increasing weakness in his legs. He has noted difficulty climbing stairs. He feels the strength in his arms is normal, except when working over his head. He admits to mild aching in his muscles, but has no muscle pain or tenderness. The weakness has been insidious. A rash has been present on his face and upper chest for several months.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Janet Woo MF1 Cardiovascular
Janet Woo is a 50-year-old woman with a history of intermittent palpitations. Over the last five years, she can recall infrequent and transient episodes of her heart "pounding in her chest". These episodes would not produce any other symptoms and would last no longer than a couple of minutes at a time, so she never sought medical attention. Earlier this evening, while watching television, she developed palpitations that did not resolve. She became diaphoretic, felt dizzy and somewhat short of breath and so called 911 and was brought to the ER.
Tutorial: Jesse Knox MF2 Hematology
Mr. Knox is a 22-year-old male undergoing chemotherapy treatment for Acute Myeloid Leukemia. He was seen in clinic last week for chemotherapy, and he was relieved to see that his neutrophil count was back up above 1 (ANC 1000). He had no evidence of bleeding, and his platelet count was 110. He tolerated his intravenous chemotherapy and anti-emetics well, and went home to recover for the weekend. Eight days later, Jesse is feeling unwell and checks his temperature as he has been taught to do – it reads 38.5 deg C orally, so he presents to the ER as instructed. Apart from the fever, his only complaint is a sore mouth. He denies cough, shortness of breath, dysuria or change in bowel movements. Physical exam reveals a tired and pale-looking young man. His blood pressure is 105/60, heart rate 125 bpm, respiratory rate 18 and a temperature of 38.9 deg C. His tongue has a white coating and his gums look sore. His central line catheter site appears clean.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Joshua Song MF4 MSK
Joshua is a 48-year-old man who suffered a motor vehicle accident while riding his motorcycle. Joshua was unable to stop in time at a red light and rear-ended into an SUV, causing him to be thrown from his motorcycle, landing on his right side. He has a large laceration to the lateral thigh. He also notices some weakness to certain movements of his right lower extremity. He is taken to the trauma centre and the physical exam reveals that he is unable to dorsiflex his ankle, evert the foot, and extend the toes on the right side. All other muscles are normal. On sensory examination, it is noted that sensation is slightly impaired over the front of the leg and foot. An x-ray reveals that he has sustained a mid-femur shaft non-displaced fracture.
Tutorial: Judy Patterson MF2 Hematology
Judy Patterson is a 22 year-old university student who presented to the Student Health Clinic with a rash on her lower legs. Her past medical history is unremarkable except for a urinary tract infection diagnosed 6 days ago for which she is taking trimethoprim-sulfamethoxazole. The only other medication she takes is the occasional dose of ibuprofen for headaches. She has never had any dental extractions or surgeries. On examination, she has no lymphadenopathy or splenomegaly, but she does have petechiae on her lower legs. You ask to look inside her mouth and there you see a blood blister on the inside of her cheek. She says she must have bitten it by accident.
Tutorial: Julie Kim MF4 Neoplasia (Archived)
You have now completed your family medicine training and joined a local family practice clinic 6 months ago. Julie, a 37 year old female patient attends for her routine preventive health visit and PAP test, and tells you that her 12-year old daughter has come home from school with a consent form for some vaccinations at school. The accompanying information details a schedule for multiple vaccinations at school over the next 2 years, which upsets her daughter as she is somewhat fearful of needles! One of the vaccinations is called Gardasil. Julie understands that Gardasil can prevent cervical cancer but that this has something to do with a sexually transmitted disease. She has never known anyone with cervical cancer or a sexually transmitted infection, and doesn't believe that her daughter has much chance of developing either. She doesn't think that her daughter is likely to become sexually active for several years and doesn't see the value in her being vaccinated at this time. Moreover, she feels uncomfortable discussing STI's with her pre-adolescent daughter, and feels talking about a possible future cancer will frighten her. However, as a newcomer to Canada from East Asia 6 years ago, she trusts the Canadian health care system and does not want to jeopardize her daughter's health. She values your opinion. She wonders if her daughter could make this decision for herself in a few years when she is an adult and has become sexually active.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Katherine Cornish MF4 Brain and Behaviour
Katherine is a 16-year-old female attending high school who presents to you with complaints of depressed mood, increased appetite, and weight gain of 30 pounds. She lives with her parents and is an only child. Her mother indicates that her problems started less than one year ago when she was admitted to the hospital for several weeks after fighting at school. She was getting less than 4 hours of sleep for ten days because she was working on her new YouTube videos about fashion. She started getting suspicious of her family and friends, believing they were trying to poison her, so she stopped eating and lost 10 pounds in less than a week. She had several days of irritability and agitation to the point of pacing all night for three nights in a row before her admission. She was also yelling at family and friends (on her cellphone) all hours of the night. She had been using marijuana daily for about two years leading up to this hospitalization but stopped using while in hospital. She has not returned to marijuana use. Her psychiatrist treated Katherine with lithium 1200 mg po qhs and olanzapine 10 mg po qhs in hospital. She stopped her olanzapine after about two months but remained on the lithium. She had been taking her medications consistently until she gained 30 pounds. She is 5’4” and weighs 170 pounds.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Martin Barratt MF2 Renal
Martin Barratt is a 40-year-old male with Autosomal Dominant Polycystic Kidney Disease (ADPKD). He was diagnosed at the age of 15 years when he was found to have bilateral cysts on renal MRI. The diagnosis was confirmed genetically (see attached result) and there is a strong family history of this condition. His mother is on dialysis and maternal grandfather had a kidney transplant and died from a ‘brain bleed’. Martin’s creatinine was elevated for a number of years and was measured at around 350 µmol/L (eGFR 18 ml/min/1.73m2) 3 years ago. Unfortunately, he was lost for nephrology follow up and was recently re-referred by his FD. He is seen by the nephrologist today and complains of fatigue and pruritus. Current medications include allopurinol 75 mg/daily. ROS was significant for erectile dysfunction and recent forearm fracture after a minor fall. He is also worried that his 15-year-old daughter could have the same condition and asks whether she needs to be tested. Physical examination shows a pale, malnourished male with BP of 169/92 mm Hg.
Tutorial: Mary Jane Morrison MF3 Reproduction
Mary Jane, a healthy 22-year-old woman, is seen in a walk-in clinic for abnormal vaginal discharge. She is otherwise healthy and not taking any medications. Her immunizations are up to date, though she is unsure if she received the HPV vaccination as a teen. Mary Jane has been sexually active for 2 years. She has never had a Pap smear. She tells you that she has tried the birth control pill in the past but is not taking it because it “makes her sad”. She uses condoms instead. Three months ago, she had unprotected sex one time with her current partner. She confides in you that she thinks her current partner "sleeps around" on her and she’s here today because she wants to get “checked”. When taking a detailed sexual history, you discover that she has intermittently experienced pain during sexual intercourse and some post-coital bleeding. Mary Jane minimizes these symptoms and tells you that this is normal for her. On examination she looks well but is very nervous. Vitals signs are within normal limits. Head and neck, respiratory and cardiac examinations are all normal. Abdominal exam does not reveal any masses or areas of tenderness. Skin and joints are all normal. Genital examination does not reveal any lesions. Pelvic examination reveals some purulent discharge from the cervical os. Swabs are collected from the cervical os and result in bleeding. Bimanual examination does not elicit any cervical or adnexal tenderness. You discuss the role of cervical cancer screening and how it relates to HPV, a sexually transmitted infection. Mary Jane agrees to return in 2 weeks for a Pap smear.
Tutorial: Matthew Clarke MF2 Renal
Matthew Clarke, a 4-year-old boy, developed periorbital edema for the first time three weeks ago, and despite being treated for allergies he showed increasing edema and weight gain. He now has ankle and leg edema, a distended abdomen, and can only sleep at night if propped up with three or four pillows.
Tutorial: Maxwell Greenfield MF2 Hematology
Maxwell Greenfield is a 32 M was admitted under the general medicine service last night with gastroenteritis. It is your first day on the hematology rotation and you are called to provide a consult for new onset pancytopenia in Maxwell. Maxwell has a history of Crohn’s disease, diagnosed at the age of 28. He is currently on methotrexate 20 mg subcut weekly to control his disease, which he has been on for the last two years. He does not take any other medications at home. He has no other medical problems. Maxwell initially presented to hospital with nausea, vomiting, and diarrhea after eating some old chicken he found at the back of the fridge. He did not have any blood in his bowel movements or mucous. He has note noted any fever.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Mei Wang MF3 Reproduction
Mei Wang, a 24-year-old fitness instructor, stopped taking the oral contraceptive pill (OCP) 12 months ago, in order to conceive. She has remained amenorrheic since then. Mei's puberty was appropriate in terms of timing and secondary sexual development. However, she has always had infrequent and at times extremely heavy menstrual bleeding. As a teenager, she was prescribed the OCP to regulate her periods. She has been on the OCP ever since.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Nalini Methuka MF4 Host Defence (Archived)
As her Family Physician, you delivered Nalini Methuka 5 weeks ago as a full term, primipartum vaginal delivery. Nalini's mom Salena emigrated from Botswana to the United Kingdom where she worked at a community college. Her husband, Gabe, is a British subject of African descent. They have lived in Canada for 3 years since his IT company transferred Gabe. They arrived with their first child for her third visit to you for a well baby check.You review the benefits of vaccination/immunization and they ask about the risks. You recommend vaccination. At the conclusion of the discussion, they decide to decline vaccination for Nalini.
Tutorial: Nancy Jones MF2 Renal
Nancy Jones is a 34-year-old Mohawk, Turtle Clan woman who has been well until four days prior to hospital admission when she developed abrupt onset of chills, rigors, and a productive cough. Subsequently Mrs. Jones became progressively short of breath, was obtunded and bedridden and was brought to the hospital emergency room. On arrival, her vital signs were blood pressure 80/60 mmHg, heart rate 148 beats/min, respiratory rate 42/min, temperature 39.6o C, and oxygen saturation 79% on room air. She was confused. Crackles were heard on auscultation throughout her chest. Heart sounds were normal with no murmur, JVP was flat, mucous membranes were dry and there was no peripheral edema. Abdominal examination was normal. The patient was intubated and transferred to the ICU.
Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Novak B. Part 2 MF1 Cardiovascular
Three years have now gone by and Novak B. has done very well. He has used his Nitroglycerin only once since you prescribed it, when he had to run for a bus. One night, you happen to be working an ER night shift at the local hospital when Novak is brought in by an ambulance. He is complaining of severe retrosternal chest pain, which started one hour ago. An EKG is obtained immediately and confirms an acute myocardial infarction (AMI). A chest X-ray is normal, as is his first Troponin T. You give him 162 mg of aspirin to chew, along with 180 mg of ticagrelor and enoxaparin 80 mg subcutaneously every 12 hours, as a starting dose. On examination, he is in distress from the pain and looks dyspneic. His pulse is 90 bpm and his respiratory rate is 24. His blood pressure is 100/70 mmHg in both arms. His O2 saturation is 90% on 2L oxygen via nasal prongs. His JVP is 5 cm above the sternal angle. He has bibasilar inspiratory crackles. His heart sounds are obscured by the ambient noise in the ER, but no obvious murmurs are heard. He has no peripheral edema. You briefly discuss percutaneous coronary intervention (PCI) and thrombolytic therapy. Novak does not consent to thrombolysis, but agrees to PCI.
Tutorial: Novak B. Part 4 IF Chronicity and Complexity
Novak B. is now 68 years old. He comes to the office today complaining of shortness of breath and fatigue on exertion. While Novak B. denies chest pain, over the last 3-4 weeks he has been getting more short of breath. He first noticed this when he was playing golf with his friends a few weeks ago. He wasn't able to finish his 18-hole game, despite using a cart. He walks his dog about 1 km every evening and usually stops every 250 m due to leg cramps. Lately, however, he has needed to stop every 100 m due to leg cramps as well as at the half-way mark due to fatigue. For the last week, he has been increasingly sleeping in his recliner rather than his bed due to difficulty breathing; however, he denies waking up gasping for air when you ask. He is still struggling with a burning sensation in his feet and legs and wakes up at night to “shake it off”. His once thin legs are becoming increasingly swollen as the day progresses. He denies any cough, fever or night sweats. He feels his heart is running faster at times, especially when physically active. You know that his spouse passed away last year after a long battle with cancer. He has 2 children who live out West. When questioned about alcohol intake, he admits that he has been drinking more alcohol since his spouse passed away.
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Petter Khant MF4 Neurology
Petter Khant, a 6-year-old boy, is brought to his family doctor by his mother because of concerns that he is not learning in school. He is described as a "high energy child", always on the go. He has a very short attention span. His teacher sent along a note explaining that Petter is well behind the expectations for this age. His classmates are learning the sounds that go with different letters, but Petter does not yet even have a concept of letters or numbers. His vocabulary seems very limited, both receptive and expressive. His mother recalls no concerns about his early development. She remembers him as a generally healthy baby. He started to crawl at 9 months and could walk on his own by 13 months. He only began to use a few single words at 2 years of age. A hearing test done at that time was normal.
Tutorial: Pharmacology
Tutorial: Philippe LaCologne Part 1 MF4 Neoplasia (Archived)
Mr. Lacologne is a 38 year old man from the Eastern townships of Quebec. Within the past year his brother died from colon cancer (age of diagnosis and death: 42), as did his father nearly twenty years earlier in his 60s. He saw his GP, and because of his anxiety of cancer was referred for consideration of a screening colonoscopy. He was seen 4 months later by a gastroenterologist; history and physical exam was unremarkable. Colonoscopy was performed 1 month later, and a mass was seen at the hepatic flexure. Biopsies confirmed adenocarcinoma. Subsequently, the surgeon ordered a staging CT of the chest/abdomen/pelvis, which was negative for metastatic disease, and planned to take him 3 weeks later to the OR for a laparoscopic right hemicolectomy. He was out of hospital in 3 days, returned to the surgeon weeks later and was told “I got everything”.
Tutorial: Pia Meta MF3 Endocrinology
Pia Meta is a 21-year-old female university student with paroxysmal attacks of palpitations, dizziness, blurring of vision and headache over the past 6 months. Each attack persists for a few minutes to half an hour. They occur irregularly with essentially no warning. She reports that during one of her attacks, she went to the emergency department and was found to have a blood pressure of 210/140 mmHg. She was told that she was having a panic attack. She was previously well and has no significant family history. Pia occasionally consumes alcohol on weekends only. She denies the use of any medications or recreational drugs, particularly methamphetamines or other sympathomimetics. She has one cup of coffee per day unless she is studying for exams, in which case she drinks 2-3 cups per day at most. She lives with roommates with whom she attends McMaster University. She has been performing well at school and has an active social life. On examination in the clinic, she has no abnormal physical findings.
Tutorial: Pit Parapan MF3 Endocrinology
A 32-year-old female was seen in emergency department for abdominal pain, nausea and diarrhea. Her serum calcium was found to be elevated at 2.94 mmol/L (normal 2.15-2.55 mmol/L). She was treated with intravenous fluids. Her calcium improved to 2.65 mmol/L and she was discharged home to care for her 6-year-old son. She was referred urgently to an outpatient clinic to investigate her elevated calcium. She was also prescribed pantoprazole for worsening heartburn. In the clinic, Ms. Parapan reported a 2-year history of abdominal pain that was getting worse over time. The pantoprazole she was prescribed was modestly helpful in easing her heartburn and abdominal pain. She denied symptoms of polyuria, polydipsia, confusion or mood changes. There is no history of kidney stones. She had a fracture of her humerus at age 15 due to a ski accident. She was taking pantoprazole and a multivitamin daily. Ms. Parapan’s family history is significant for a father who had a pancreatic tumour, though she does not know any more details about his condition. Both her sister and her paternal aunt had a parathyroidectomy. The same aunt had a pituitary tumour requiring surgery.
Tutorial: Qamar Abdul MF5 Brain and Behaviour (Archived)
Qamar is a 16-year-old female presenting to your office with her mother. Her mother indicates she is very worried about Qamar as she has lost 30 pounds over the last 3 months. Qamar herself is not concerned and says her mom is too controlling and should mind her own business. Qamar reports she just wanted to "get healthy" and there is no reason to be worried. Her mother reports that Qamar has been more active lately, running on their treadmill at home for at least an hour every day. Her mother also believes that she has heard Qamar vomiting in the bathroom, but when questioned, Qamar adamantly denies this. Her mother also has noted that Qamar has dramatically cut back on her intake in terms of the amount, but also that she will avoid certain foods like chips and ice cream completely. She used to like these foods. When she does eat, Qamar only picks at her food, cutting it into small pieces and pushing it around on her plate. She has also started to become concerned about contamination of food, and states that the food is "bad". She has started washing her hands repeatedly before and after eating. Qamar does admit that she has had trouble sleeping lately, and wakes up early in the morning, but she states her mood is good. Her mother feels her mood has been irritable and that she has been withdrawing from her family and friends. Qamar's mother also reports that she has not had a menstrual period in over 4 months.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Mosley MF2 Hematology
Shane Mosley an 18-month-old boy was brought to the emergency room by the baby sitter for treatment of a swollen and tender right knee that had developed suddenly within the previous three hours. The knee began to swell soon after Shane tripped on the family room carpet. Physical examination reveals an apparently healthy child who is crying and favouring his right leg. The knee is swollen and held in partial flexion. Shane has a few old, superficial bruises over shins, chest wall and his back. The physician in the ER concludes that there is fluid in the knee and because of the sudden onset and absence of fever, thinks this is most likely due to a joint bleed. The physician wonders about an underlying systemic bleeding disorder as the cause of Shane's joint bleed. A complete blood count, "hemostasis screen" and an x-ray of the knee are ordered.
Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Teresa J Part 2 MF1 Cardiovascular
You are called to see a patient in the ER who has presented with shortness of breath. You immediately recognize Teresa J, the 65-year-old female who was previously admitted for several weeks with acute lung injury earlier in the year. A quick review of her chart reminds you that she also has a history of poorly controlled diabetes and premature CAD with a prior MI at age 62. She looks distressed and is only able to talk in short phrases. She describes chest pain on the left side that gets worse when she coughs or moves. She has been getting weaker over the last 3 days. Her sputum is yellow, but she denies hemoptysis. She stopped taking all of her medications a week ago (furosemide, ASA, antihyperglycemics, metoprolol).
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Thomas Gagnon MF1 Respirology
Thomas Gagnon, a 12 year old boy diagnosed with asthma 1 year ago, traditionally experienced minimal respiratory symptoms. In the past, he had used inhaled salbutamol sparingly, generally during soccer games, with excellent therapeutic effect. During a late September soccer game being held in a rural area, Thomas developed sudden onset dyspnea, wheeze, and chest discomfort. Earlier in the day he had visited with family members who smoke and have three pet cats. His symptoms were mostly relieved with repeated doses of salbutamol. He awakes the following night with ongoing symptoms that are not responsive to inhaled salbutamol, despite frequent dosing. His parents are alarmed and take him to the emergency department.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Ventilation
Tutorial: Vivian Chu MF4 Host Defence (Archived)
Vivian, a 37-year-old IT consultant, woke up early this morning with profuse vomiting, watery diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. In the ER, she was first seen by the triage nurse, who decided that she should be isolated with "enteric precautions" and noted she was febrile with a temperature of 38.6 C. She was subsequently seen by the ER physician who discovered the following: Vivian is an otherwise healthy woman, with no known medical problems and only takes a multivitamin daily. The day prior she had attended her 5 year old niece's birthday party. She cannot recall any sick contacts but is not sure if anyone else from the party has developed similar symptoms. Additionally, she recently returned from a trip to India 5 days prior. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Volume and Circulatory Management
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Watching a Video: How Emerg Docs Think
Clerkship Key Feature Exam: Dermatology
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Multiple Choice Question Exam: EM Medical Expert (presenting problem)
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Clerkship Multiple Choice Question Exam: EM Medical Expert (technical skills interpretation)
Demonstrate competency in performing the following interpretive skills
Clerkship Multiple Choice Question Exam: Pediatrics Clerkship
One hundred multiple choice questions via the web. The exam is timed.
Clerkship Multiple Choice Question Exam: Surgery Clerkship
A multiple choice pre-test (MCQ) will take place during the first week of your rotation. The mark from the pre-test will not count. However, the pre-test will serve as a gauge as to what to expect for the final MCQ examination, which occurs in week six of the rotation. Review of a basic surgery text is essential for success on the final MCQ examination.
Clerkship Structured Oral Examination: Primary Presentations (Surgery Clerkship)
The oral examination takes place in week five or six of the rotation. It is approximately one to one and a half hours in length. The student is responsible for preparing a general surgery case for presentation. The student will be questioned on the case and then on a variety of other topics.
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.
Clerkship Tutorial Evaluation: Internal Medicine Tutorials
A summative evaluation of the student’s performance in tutorial sessions.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
e-Learning Module Completion: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
Essential Clinical Experience Completion: Anesthesia Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Emergency Medicine Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Family Medicine Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Internal Medicine Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Obstetrics and Gynecology Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Orthopedic Surgery Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Pediatrics Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Psychiatry Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Essential Clinical Experience Completion: Surgery Clerkship
The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
NBME Exam (National Board of Medical Examiners): Internal Medicine
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
NBME Exam (National Board of Medical Examiners): Obstetrics and Gynecology
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations

Activity Objectives
Describe the application of the Law of Thermodynamics to obesity causation and treatment.
Compare and contrast the features of psychosis and delirium.
Review an approach to classification of primary vasculitis.
Describe the epidemiology and pathophysiology of acute abdominal pain.
Compare the epidemiology of mental disorders to other medical conditions and recognize the impact on disability and quality of life across the lifespan.
Describe appetite control mechanisms.
Students should be able to define psychosis.
Identify etiological factors relevant to psychosis and delirium.
Review laboratory marker for a variety of Vasculitides.
Create a differential diagnosis for acute abdominal pain: including the “CAN’T MISS” list.
Discuss the prevalence and the impact of abnormal uterine bleeding on women.
Compare and contrast psychiatry with other clinical disciplines with respect to diagnosis and etiology.
Analyze food access as a determinant of health using geo-spatial and epidemiological methods to see if disparities exist across our distributed sites.
Discuss the determinants of obesity.
Describe the biology of psychosis.
Review several pathophysiologic mechanisms in vasculitis.
Describe the clinical assessment and initial investigations of patients with acute abdominal pain.
Understand the interactions between income, access, nutritional status and knowledge by exploring case-based patient scenarios.
Describe the health consequences of obesity.
Review some imaging techniques for a variety of primary vasculitides.
Define the limitations of various diagnostic tests used in the evaluation of acute abdominal pain.
Discuss the prevalence of obesity and related adverse health outcomes in adults and children.
Describe the initial management of patients with acute abdominal pain.
Introduce the principles of obesity management in adults and youth.
Discuss acute abdominal pain Clinical Practice Guidelines.
Describe the determinants of health in psychotic disorders.
Define appropriate disposition strategies after assessment of patients with acute abdominal pain.
List autoimmune diseases commonly associated with T1DM.
Clerkship Objectives
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Chest pain
Develop a management plan including: Pharmacologic treatment and non-pharmacologic treatment.
Preventative health care female
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Understand new history and physical examination techniques to formulate a differential diagnosis.
Demonstrate knowledge of the clinical features, epidemiology, etiology, diagnosis, differential (including medical), and assessment/management of:
Psychotic Disorders
An understanding of the broad scope of family medicine
Engage in advocacy, health promotion and disease prevention with patients and families including: mental health, child maltreatment, healthy active living, safety, and early literacy support.
The student will differentiate physiologic from pathological growth.
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
Shortness of breath
Preventative health care male
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
Discuss the risks of pneumothorax which could prove life-threatening.
Mood Disorders (including in post-partum, seasonal, GMC)
Employ procedures and clinical skills so as to be able to:
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
The student will recognize the importance of compound fractures and their management.
Well baby / Well child
Interpret the information provided and synthesize an appropriate basic management plan including:
Discuss the relative frequency of indirect, direct and femoral hernias by age and gender.
Anxiety Disorders
Altered level of consciousness - including the recognition and management of acute stroke
To describe and perform normal prenatal care for an uncomplicated pregnancy.
To recognize how age, race, culture and socioeconomic status impact on obstetric and Gynaecologic health.
Assess for risk of iatrogenic complications (including increased risk among the elderly).
Describe the relative incidence and location of the most common brain tumors, their clinical manifestations, their diagnosis, and general treatment strategies.
Personality Disorders
Anaphylaxis / severe allergic reaction
Learn how to apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations.
Abdominal pain
Discuss the rationale for management with specific emphasis on: Staging of breast CA; The role of incision and drainage and antibiotics in breast abscess treatment; Current recommendations for screening mammography.
Describe the risk factors, diagnosis and management of epistaxis. Describe the indications and techniques for nasal packing.
Substance Use Disorders (including concurrent disorders, and screening assessment tools e.g. CAGE, AUDIT, MAST)
Gain skills and experience in meeting patients’ needs for prevention, problem identification and management, and complex disease management through episodic care of patients and their families in the community practice setting.
Demonstrate an approach to health promotion and disease prevention during patient encounters that reflect best evidence and patient preferences and values.
To formulate management plans for major obstetrical and gynaecological problems.
Geriatric and Cognitive Disorders: geriatric age-related mood, psychosis, anxiety disorders; Delirium and Dementia
Integrate epidemiologic skills into choosing diagnostic strategies including: likelihood ratio, sensitivity, specificity, post-test probability, etc.
Understand responsibility associated with ordering investigations including: resource stewardship and high value care, awareness of range of normal, responsibility to follow-up and review results.
Shock - Recognize shock and predict underlying etiology (distributive, cardiogenic, hypovolemic, obstructive).
Child and Adolescent Psych (pediatric manifestation of common disorders, pediatric tx issues and their controversies): Neurodevelopmental disorders: intellectual disabilities, autism spectrum disorder, genetic syndromes ( e.g. Down, Fragile X, Fetal Alcohol), learning and communication disorders, AD/HD and treatments. Disruptive behaviour disorders (ODD, CD) Mood and anxiety disorders (incl. separation and school anxiety, and DMDD), use of SSRI in pediatric population Eating disorders. Key points in assessment of child and family functioning.
List the types of patients who are at highest risk of aspiration. Explain how we prevent aspiration and describe how aspiration is treated.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Somatoform disorders
Seizure
To develop the skills to perform an appropriate sexual health history procedures.
Explain the presentation and management of malignant hyperthermia as an example of the hypermetabolic state
Medical Psychiatry
Cardiorespiratory arrest
Identify information resources for selecting diagnostic investigations for patients with common and uncommon medical problems.
Explain the presentation and management of pseudocholinesterase (plasma cholinesterase) deficiency as an example of a pharmacogenetic disease.
Headache
Consider the concepts of resource stewardship and high value care in making treatment decisions.
Trauma- and stressor-related disorders
Minor trauma / MSK injuries (including fracture / dislocation/ sprain). Explain the ABCDE approach to major and minor trauma, identify resuscitative priorities and recognize injuries which require acute management.
Discuss risk factors for melanoma.
Other: Impulse control disorders, Factitious Disorder and Malingering
Abnormal behavior (psychosis, delirium, intoxication, violence).
Amnestic and Dissociative disorders
Head injury - minor
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Fever
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Dizziness / vertigo
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Cardiac dysrhythmias. Synthesize ACLS (Advanced Cardiovascular Life Support) algorithms, recognize unstable ACLS states and use ACLS algorithms to guide treatment.
Vaginal bleeding - pregnant
Poisoning
Burns - minor / major
To construct differential diagnoses and management plans (for gynaecologic problems presenting to the emergency room).
Urinary symptoms
Neck and back pain
To formulate a post-operative management plan.
Eye pain (including red eye)
To recognize the principles and practice of prenatal diagnosis.
To describe the approach to the management of patients presenting with a history of domestic violence.
General Objectives
Recognize the factors that promote coronary atherosclerosis ("risk factors").
Estimated Average Requirement (EAR)
Describe the prevalence of chronic disease in Canada and factors which contribute to it.
Acknowledge an event, experience, or reflection of the presence of the Hidden Curriculum in a clinical elective rotation.
Recognize the major milestones for gross motor development.
Explain the application of the Dietary Reference Intakes (DRIs) in clinical practice, become aware of age-specific nutrient recommendations including the tolerable upper limit (TUL), acceptable macronutrient distribution range (AMDR), and understand where these may be modified during growth, and special physiological states such as infancy, adolescence and high intensity exercise.
Recommended Dietary Allowance (RDA)
Investigation of the role of nutrition in disease prevention and treatment, students should explore the role of specific roles of bioactive nutrient and non-nutrient compounds and the potential for gene-nutrient interactions.
Explain the pathological consequences of hypertension on the brain, heart and kidneys.
Search for and organize essential and accurate research evidence.
Describe diagnosis and treatment considerations for common chronic diseases.
Describe the significance and frequency of caregiver fatigue, and strategies employed to address it.
Explain the classification, epidemiology, diagnosis and pathophysiology of diabetes mellitus.
Describe how the immune system is closely tied in with many disease entities affecting the musculoskeletal system. Central concepts include inflammation, the adaptive and innate immunities and Th1 and Th2 factors.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
A basic understanding of the upper intake levels of nutrients to prevent adverse health effects.
Adequate Intake (AI)
Explain the mechanisms responsible for essential and secondary hypertension.
Theme 3: The relevance of past/early experiences to mental health and illness and development
Describe the role of foods and nutrients in the prevention and management of chronic disease, with a focus on type 2 diabetes, atherosclerotic cardiovascular disease, and some cancers.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Describe the scope and multi-system nature of many autoimmune musculoskeletal diseases.
Understand common pain syndromes including an understanding of social and other factors that contribute to the complexity of these disorders.
Recognize the importance of occupational exposures leading to respiratory disease.
Estimated Energy Requirement (EER)
Explain the principles surrounding newborn screening for inborn errors of metabolism.
Identify a patient centered approach to care for individuals with chronic illnesses.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Develop a mechanism-based approach to the management of coronary artery disease.
Use reference standards for growth to assess over and under nutrition based on percentile for weight, height and body mass index (BMI).
Describe current protocols and practices for the management of common hereditary cancers, understanding how the principles of cancer screening apply to these early detection and prevention programs.
Describe the physiology, pathophysiology, clinical presentation, investigation and treatment of conditions related to the following endocrine glands or conditions: Diabetes mellitus; Pituitary; Thyroid; Adrenal; Parathyroid.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Describe protective factors and coping strategies which enable older adults to thrive despite complexity and multi-morbidity.
Discuss degenerative musculoskeletal diseases.
Identify diagnostic tests and measurement tools classically used to evaluate inflammatory disease.
Explain the concept of secondary prevention as it pertains to coronary artery disease.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Describe the role of diet in the pathophysiology of disease and the therapeutic benefits of specific nutrients and dietary practices.
Describe the role of infection control in preventing the acquisition and spread of infectious diseases.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Explain the various modalities used in prenatal screening tests and in prenatal diagnostic tests and compare and contrast their sensitivity, specificity and their risks and benefits.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Explore the role and safety of dietary supplements, and the application and regulation of health claims on food and supplement labels in relation to specific diseases.
Develop a mechanism-based approach to management of cardiovascular diseases: medications, behavioural modifications and population measures for prevention.
Describe epidemiology principles that underlie public health interventions in pandemic planning.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe concepts of bone quantity and bone quality and how these are measured.
Explain the potential health risks for a menopausal woman.
Discuss bone’s role in homeostasis in conjunction with other organ systems.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Describe less common metabolic bone diseases which help one learn about normal bone.
Global Objectives
Upon completion of this problem, students should be able to describe normal muscle function.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should be able to describe the pathophysiology of atherosclerosis and its relationship to cardiovascular disease.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to describe the physiology of the small intestine and discuss the pathophysiology of malabsorption.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will be able to describe the concept and importance of normal parent-child attachment.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students should be able to recognize the basic anatomy and function of some of the structures of the brainstem.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students will be able to discuss sexually transmitted infections.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to describe the structure and function of joints and extra-articular soft tissues and the natural history and pathogenesis of osteoarthritis.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students should be able to describe coagulation and mechanisms of thrombosis.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, students will be able to describe an approach to osteoporosis.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students should be able to outline the anatomic structure and function of the colon (large intestine). Students will also be able to discuss the pathogenesis of gastroenteritis and the public health approaches to its control.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students will understand vitamin D physiology, consequences of deficiency, and osteomalacia.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Upon completion of this case, students will be able to describe gout.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Upon completion of this problem, students will be able to describe the diagnosis and management of rheumatoid arthritis and will have an approach to extra-articular manifestations.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to describe systemic lupus erythematosus.
Upon completion of this problem, students will be familiar with reactive arthritis and recognize that environmental and genetic factors have a significant role in the pathophysiology of rheumatic diseases.
Upon completion of this case, students will be able to describe Giant Cell Arteritis as one type of vasculitis.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Upon completion of this problem, students will be able to explain the difference between inflammatory and mechanical back pain, and will have explored ankylosing spondylitis as the prototypical inflammatory spine disease.
Active Large Group Session: Abnormal Uterine Bleeding (AUB)
Prevalence of Abnormal Uterine Bleeding. Impact of Abnormal Uterine Bleeding (AUB) on Women. Clinical, Economic, and Lifestyle. Pathogenesis of AUB. A brief look at causality. Investigation and treatment of women with AUB. What to do, when to do it.
Active Large Group Session: Autoimmunity
Active Large Group Session: Clinical Pharmacology
Provide an introduction to the field of clinical pharmacology and therapeutics. To discuss what will be covered throughout the MD Program curriculum. To discuss pharmacodynamics and pharmacokinetic concepts.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Intro to Radiology
Active Large Group Session: Introduction to Psychiatry
Epidemiology. Nosology. Brain and behaviour. Medical Psychiatry. PBL cases. Five steps to differential diagnosis. Sub-unit overview.
Active Large Group Session: Occupational Medicine
Active Large Group Session: Psychosis and Delirium (Archived)
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Addiction/Substance Abuse Disorder
Define substance use disorders (SUD) using DSM 5. What are the Canadian Safe Drinking Guidelines? How do you quickly screen patients for SUD? List clues that a SUD may be present.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: Anxiety Disorders
Panic disorder. DSM-IV-TR Criteria for Panic attacks. Recommendations for pharmacotherapy for panic disorder. Generalized anxiety disorder (GAD). Social Anxiety disorder (SAD). Obsessive compulsive disorder (OCD). Posttraumatic stress disorder (PTSD).
Clerkship Teaching Session: Bipolar Disorders
Learn how to make the diagnosis of bipolar in a time efficient manner. Learn how to use psychopharmacology to treat Bipolar Disorder, using current guidelines. Learn about issues of psychopharmacology and pregnancy
Clerkship Teaching Session: Depression
Differential diagnosis of depression. Treatment strategies. Using medication. Management of side effects. Drug interactions. Augmentation, substitution.
Clerkship Teaching Session: Developmental Disabilities and Dual Diagnosis
Understand the terminology associated with intellectual disabilities, including definitions used internationally. Know the DSM-5 criteria for intellectual disability. Differentiate between different levels of developmental disability (i.e. mild/moderate/severe/profound) in terms of developmental age, IQ level, and adaptive skills. Identify possible etiologies of intellectual disabilities.
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Geriatric Psychiatry
List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Personality Disorder
Be aware of the different personlity styles. Be aware of some of the treatment approaches for these patients. Understand transference and countertransference issues and how they can enhance work with these patients. Paranoid personality. Schizoid personality. Borderline personality. Narcissistic personality. Histrionic personality. Antisocial personality. Avoidant personality. Dependent personality. Obsessive-Compulsive personality disorder.
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Psychosis Disorders
Learn effective questioning to evaluate psychosis. Be familiar with the complete differential diagnosis of psychotic disorders. Learn about current psychopharmacologic treatments of psychotic disorders.
Clerkship Teaching Session: Somatizing
Appreciate the range of diagnoses that make up “Somatic Symptom and Related Disorders (DSM-V). Understand the range of conscious and unconscious mechanisms involved in these disorders. Be aware of treatment modalities for these disorders both psychopharmacolgic and psychotherapeutic.
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
e-Learning Module: Family Medicine Pediatric Case
Be familiar with Growth and Development Milestones and know how to determine if the child needs early interventions (Rourke, Nippissing). Nippissing has a new name Looksee. Describe the impact the social determinants of health have on health outcomes (young, single mother with little money and time to raise child). Appreciate the role of the Family Physician as an advocate for health - what resources can you leverage in the community to help optimize life for both Ashley and her mother? Be able to discuss contraception planning to prevent another unplanned pregnancy. Be familiar with common skin rashes in children
e-Learning Module: Introduction to Psychotherapy
Be able to describe what psychotherapy is. Be familiar with the evidence for psychotherapy. Be able to describe the major therapy modalities and their indications. Be able to practice some basic therapy skills which are translatable to any type of practice.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: A Neuromuscular Approach to Weakness (Archived)
How motor function helps to determine localization in the neuromuscular exam. Relevant neuroanatomy motor system. Clinical importance and clinical Examination. Patterns of weakness with anatomy correlation.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Bone Health (Archived)
Epidemiology of osteoporosis. Types of bone and bone cells. Physiology of bone (bone turnover). Regulators of bone turnover. Peak bone mass. Osteoporotic bone: appearance and clinical assessment.
Large Group Session: Domestic Violence and Female Adult Sexual Assault
Large Group Session: Infectious Disease from a Global Perspective (Archived)
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Pain Concepts and Pathophysiology (Archived)
Burden of pain. Acute vs. chronic pain. Neurobiology of pain - links with other pathways (pain experience). Research "Pain is in the Brain". Explaining chronic pain and management.
Large Group Session: Pediatric and Adult Obesity (Archived)
Describe the application of the Law of Thermodynamics to obesity causation and treatment. Describe appetite control mechanisms. Discuss the determinants of obesity. Discuss the prevalence of obesity and related adverse health outcomes in adults and children. Introduce the principles of obesity management in adults and youth.
Large Group Session: The Approach to Undifferentiated Acute Abdominal Pain (Archived)
Acute abdominal pain is a common and notoriously difficult clinical problem to diagnose and manage. Understanding of pathophysiologic pain patterns and innervation anatomy can aid in honing DDx (intra vs. exta abdominal dz.). Epidemiology and pathophysiology of pain. Differential diagnosis of acute abdominal pain. Clinical assessment. Investigations; limitations of diagnostic tests. Likelihood ratios for commonly used tests. Intro to Clinical Practice Guidelines. Hierarchies of Evidence-Methodology. Initial treatment strategies. Disposition.
Large Group Session: Viral Hepatitis (Archived)
Epidemiology, risk factors and pathogenesis, clinical features and treatment and prevention of Hepatitis A, B, C.
Large Group Session: What is Mental Illness (Archived)
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Epistemology
This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?
PC Session: Foundations of Resource Stewardship
Resource Stewardship is a complex concept and skill set that is necessary for effective and efficient medical care. Some principles from the Choosing Wisely initiative and inherent in the medical practice of resource stewardship will be covered.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
PC Session: Poverty and Health
This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Tutorial: A.J. Singhai MF4 Host Defence (Archived)
Sylvia and Raj Singhai are parents of 3 children: A.J. (aged 7), Jasmine (aged 4), and Bal (aged 3). Jasmine and Bal have both had a cough and cold for a few days, now, but have not been kept home from day care. Going to bed, Raj tells Sylvia that his throat is bothering him, with some difficulty swallowing, and that he has just started to get some chills. The next morning, both Raj and A.J. wake up with sore throats, and A.J. says it hurts too much to swallow, and that he doesn't feel well enough to go to school
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Albi Mantoukian MF4 Host Defence (Archived)
Albi Mantoukian is a 2 week old boy, brought in by his mother, Salpie. Albi has been doing well by all accounts: he has already exceeded his birth weight, is breast-feeding and sleeping well. Salpie has noticed a white, creamy coating on Albi's tongue and palate, and her mother tells her that this is a yeast infection and is nothing to worry about. Salpie knows that she had a vaginal yeast infection after receiving treatment for a urinary tract infection 2 months before delivery, and suspects that she gave this to her son.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amy Field MF4 MSK
Part One: A thin 65-year-old woman presents complaining of back pain that began 5 days ago while lifting her wash. The pain becomes worse when she rolls over in bed or when she stands up. She has noticed that the hems of her skirts seem longer and on measurement she appears to have lost 6 cm in height. Part Two: The patient reports she got over that last "attack" after around 3 months. She was commenced on a bisphosphonate, calcium, and vitamin D. She now returns 2 years later because of another attack of acute back pain after falling on the ground.
Tutorial: Anesthetic Practice
Tutorial: Ann Green MF4 MSK
Ann Green is a 66-year-old woman who was referred to the rheumatology outpatient clinic by her family physician, Dr. Mac Grad. In his referral note, Dr. Grad states that Mrs. Green has been experiencing joint achiness for the past several years, involving mostly her hands and knees. From time to time, she has also reported low back pain. Her symptoms have always been relatively mild and have never stopped her from carrying on with her general daily activities or her charitable work in the community. What currently concerns Dr. Grad is that Mrs. Green's symptoms have progressed. Usually a rather stoic person, she is now complaining of increased pain in her fingers and both knees. Because of her knee pain, she is having increasing difficulty walking. Whereas previously her pain would always settle after she took some Tylenol, this is no longer the case. On physical examination, Dr. Grad elicits tenderness at several of the proximal (PIP) and distal interphalangeal (DIP) joints of both hands and at the carpometacarpal joint of the left thumb. Heberden's nodes are evident at the DIP joints bilaterally. Tenderness is also present at the joint lines of both knees; and there is (chronic) puffiness on both sides, but more pronounced on the left. Knee flexion is reduced and there is bony crepitus. Radiographs demonstrate osteoarthritic changes at the wrists, the PIP and DIP articulations of the fingers, and moderately severe (tri-compartmental) degenerative changes at both knees.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Beau Chandler MF4 Brain and Behaviour
Beau is a 3-year-old boy, the youngest of three children. His father manages a local bank and his mother is a stay-at-home mom. He has two older sisters, Theresa age 7 and Gracie age 9. His parents are in their late 30s. Beau is the focus of the entire family's attention and the apple of everyone's eye. His sisters behave like 2 additional mothers, to the point that they anticipate his every need. His parents have even noted that his language development seemed slightly slower than his sisters' as he did not need to use language to have his needs met. He now speaks well but it just seemed to be slower than his sisters (who his mother described as early talkers). Beau's mother's pregnancy was unexpected but welcomed. The pregnancy was uneventful with no history of substance use. Beau was full term and the delivery was uneventful. Beau was a cute and cuddly infant. He breastfed well and developed predictable routines for both sleeping and feeding. He appears quite adaptable. For instance, when family visits other family or friends, Beau smiles, plays and amiably engages children and adults alike. He has even slept well at these homes if needed. He needed only his favourite blanket in those situations to assist him with settling down to sleep.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Cindy Edsworth MF4 MSK
Mrs. Cindy Edsworth is a 30 year old African Canadian lady who describes the onset of joint pains which have been on going for 3 months. She describes that the small joints of her hands are constantly aching and over the past 4 weeks she describes having swelling in the PIP and DIP joints of both hands. Over the past week she points out that she is having significant swelling affecting the feet that reaches the ankles. With the onset of the joint pains she developed alopecia and a scarring type rash over the scalp. She has been quite fatigued. She finds she is exhausted when she awakens in the morning and by 6:00 pm she has to go to bed because of persistent fatigue. Cindy also finds that she has become quite irritable. Her temper is easily disturbed and she is also becoming quite argumentative with her husband. Her husband is disturbed by her recent change in mood.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
Tutorial: Diane Bainbridge MF4 MSK
Diane Bainbridge, a 32 year old woman, complains of fatigue and weakness, lower back, and hip pain which she describes as a gnawing ache. She has noticed that this has become progressively worse over the past few months and she finds that getting up from a chair is difficult. She has noticed that her gait has changed. She has known celiac disease and has had associated weight loss and intermittent diarrhea
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Ethel MacConkey IF Host Defence and Neoplasia
Ethel is a 76 year old widow. She has a history of hypertension (treated with a thiazide diuretic and a calcium channel blocker), hyperlipidemia (treated with an HMGCoA reductase inhibitor), and obesity. Apart from this, she has been relatively healthy, and plays an active role with her 3 grandchildren as well as her church. Unfortunately, over the past few years, she has had increasing difficulty walking because of pain from osteoarthritis in her hips (especially her right hip) and, to a lesser extent, her knees. She therefore undergoes a right total hip arthroplasty. After 6 days in hospital, she is transferred to the rehab ward for further physiotherapy to improve her mobility. Five weeks into her rehab stay she develops a fever of 38.7 C. Additionally her physiotherapist has noticed that over the past 7-8 days Ethel has been less willing to participate in her exercises due to complaints of pain in her right hip. Concerned about Ethel's fever, the nurses give her acetaminophen and call the attending physiatrist to assess the patient for a potential infectious source.
Tutorial: Eva Foster MF2 Hematology
Mrs. Foster is a 50-year-old female who comes to the ER complaining about some chest discomfort that seems worse when she takes a breath in and shortness of breath. She also feels like her heart is racing. Her past medical history is unremarkable except for mild hypertension. She usually takes an aspirin a day because she heard it was a good idea to take it, but she stopped taking it one week ago when she noticed some blood in her stool. She thinks her mother may have had a blood clot in her leg during one of her pregnancies. Mrs. Foster is married with no children. On physical examination in the emergency room, her HR is 110/min, RR 28/min, BP 122/70, oxygen saturation 86% on room air. Her chest and precordial exam are normal. Her left leg is normal in colour, slightly warm and edematous. The circumference of her left calf is 3 cm larger the circumference of her right calf. She complains of pain when you palpate behind her knee. Her pedal pulses are palpable. The ER staff person calculates her Wells Score and based on the result, orders a D-dimer blood test.
Tutorial: Examination
Tutorial: Fred Newman MF4 MSK
Fred Newman, a 32-year-old man, complains of severe low back pain of gradual onset over the past few years. The pain is much worse in the morning and gradually decreases during the day. He denies fever or weight loss but does feel fatigued.
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: James Cork MF3 Gastroenterology and Nutrition
Dr. James Cork, a 26 year old dentist, has been unwell for over 1 year. During this time he reports he has had diarrhea characterized by four to six loose, bulky stools per day without blood, mucus, or pus. He has been up at least once each night to move his bowels. James has lost 7 kg despite a very good appetite. He has not travelled outside of southern Ontario or been camping. His partner of 7 years, Richard, is in good health and has not suffered any of these symptoms, nor has James been in contact with anyone else with similar symptoms. His family physician found that his hemoglobin is low.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Joan Spaulding MF4 MSK
Joan Spaulding is a 32 year old lady who arrives at your clinic with a history of joint pains in the hand. The pain in her hands was predated by a viral flu that manifested itself as generalized arthralgias and fatigue. The pain has been ongoing for 10 weeks and transformed itself from generalized arthralgias to symptoms in the hands and feet associated with morning stiffness that lasts approximately 1 hour.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Joseph Collins MF4 MSK
Joseph is a 34-year-old man who arrives at the emergency room having returned from a vacation to Cuba 3 weeks ago. He had profuse diarrhea for about 5 days while he was in Cuba. The diarrhea settled by the time he returned to Canada. His primary concern now is swelling and pain in his right knee, left ankle, and left elbow. He is worried that infection from the diarrhea has somehow gotten into his joints. He asked whether he should have received antibiotics while in Cuba, and whether he needs any right now.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Julie Kim MF4 Neoplasia (Archived)
You have now completed your family medicine training and joined a local family practice clinic 6 months ago. Julie, a 37 year old female patient attends for her routine preventive health visit and PAP test, and tells you that her 12-year old daughter has come home from school with a consent form for some vaccinations at school. The accompanying information details a schedule for multiple vaccinations at school over the next 2 years, which upsets her daughter as she is somewhat fearful of needles! One of the vaccinations is called Gardasil. Julie understands that Gardasil can prevent cervical cancer but that this has something to do with a sexually transmitted disease. She has never known anyone with cervical cancer or a sexually transmitted infection, and doesn't believe that her daughter has much chance of developing either. She doesn't think that her daughter is likely to become sexually active for several years and doesn't see the value in her being vaccinated at this time. Moreover, she feels uncomfortable discussing STI's with her pre-adolescent daughter, and feels talking about a possible future cancer will frighten her. However, as a newcomer to Canada from East Asia 6 years ago, she trusts the Canadian health care system and does not want to jeopardize her daughter's health. She values your opinion. She wonders if her daughter could make this decision for herself in a few years when she is an adult and has become sexually active.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Mary Jane Morrison MF3 Reproduction
Mary Jane, a healthy 22-year-old woman, is seen in a walk-in clinic for abnormal vaginal discharge. She is otherwise healthy and not taking any medications. Her immunizations are up to date, though she is unsure if she received the HPV vaccination as a teen. Mary Jane has been sexually active for 2 years. She has never had a Pap smear. She tells you that she has tried the birth control pill in the past but is not taking it because it “makes her sad”. She uses condoms instead. Three months ago, she had unprotected sex one time with her current partner. She confides in you that she thinks her current partner "sleeps around" on her and she’s here today because she wants to get “checked”. When taking a detailed sexual history, you discover that she has intermittently experienced pain during sexual intercourse and some post-coital bleeding. Mary Jane minimizes these symptoms and tells you that this is normal for her. On examination she looks well but is very nervous. Vitals signs are within normal limits. Head and neck, respiratory and cardiac examinations are all normal. Abdominal exam does not reveal any masses or areas of tenderness. Skin and joints are all normal. Genital examination does not reveal any lesions. Pelvic examination reveals some purulent discharge from the cervical os. Swabs are collected from the cervical os and result in bleeding. Bimanual examination does not elicit any cervical or adnexal tenderness. You discuss the role of cervical cancer screening and how it relates to HPV, a sexually transmitted infection. Mary Jane agrees to return in 2 weeks for a Pap smear.
Tutorial: McFadden Family IF Maternal and Child Health Risks
Claire brings infant Marie to her family physician for the 2-month well baby visit, alone. When asked how she and Dave are adjusting, she mumbles “fine.” Marie has been “fussy” during the night, and Claire is finding breast-feeding to be a challenge. Newborn examination is performed, the Rourke baby record is completed and no concerns noted. Claire is motivated to breastfeed but she says Dave thinks formula is better and is worried the baby is not getting enough milk and that is why she is crying. “He says it is my fault.” The benefits of nursing to mom and baby are reviewed, along with formula options, and a referral to a lactation consultant is made. Two weeks later, the office receives an “urgent” call from Claire’s aunt asking that she be seen. Notably, Claire did not bring in baby Marie for a follow-up, in spite of a reminder call from the office. Claire is booked as the last appointment of the afternoon, and reception staff comment they heard screaming in the background while Claire’s aunt made the call. One receptionist says “things are not right” in the McFadden family.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Nalini Methuka MF4 Host Defence (Archived)
As her Family Physician, you delivered Nalini Methuka 5 weeks ago as a full term, primipartum vaginal delivery. Nalini's mom Salena emigrated from Botswana to the United Kingdom where she worked at a community college. Her husband, Gabe, is a British subject of African descent. They have lived in Canada for 3 years since his IT company transferred Gabe. They arrived with their first child for her third visit to you for a well baby check.You review the benefits of vaccination/immunization and they ask about the risks. You recommend vaccination. At the conclusion of the discussion, they decide to decline vaccination for Nalini.
Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
Tutorial: Novak B Part 1 MF1 Cardiovascular
Novak B. is a 55-year-old man with a history of type 2 diabetes mellitus, hypertension and hyperlipidemia. He presents himself at your office because he has been experiencing chest pain for several days, but has been reluctant to come to the office. He first noted it 6 weeks ago while shoveling snow. The discomfort was mid-sternal and radiated to his jaw. It resolved with rest. Since then, he has noted 3 similar episodes each occurring while climbing the 2 flights of stairs from his basement to the bedroom. Upon further questioning, he also tells you that he feels cramps in both of his calves whenever he walks for more than 500 meters. If he stops walking, his symptoms resolve within 2-3 minutes. On examination, he is mildly obese. His pedal artery and posterior tibial artery pulses are significantly decreased in volume bilaterally. The remainder of the examination is normal. You diagnose him with angina and prescribe aspirin, a beta-blocker, a statin and nitroglycerin. You also make a referral to a dietician.
Tutorial: Oxygenation
Tutorial: P.J. Peters (Part 1) IF Host Defence and Neoplasia
As you head off to lunch after wrapping up your morning clinic, you peruse your afternoon schedule and note that the first patient is someone you have not seen in three years. You therefore grab his chart to review his history. P.J. Peters is a 34-year-old male who immigrated from Uganda 10 years ago. Four years ago, he presented with a dry cough and mild shortness of breath. Given that you had noted a few crackles in his lower lungs bilaterally, you had prescribed him antibiotics for pneumonia. In spite, of therapy his symptoms progressed over a 2-3 week period and he landed in the emergency. A chest x-ray at the time revealed a bilateral interstitial infiltrate. Due to progressive hypoxia he underwent a bronchoalveolar lavage which revealed he had pneumocystis jiroveci pneumonia (PJP or PCP). This raised the suspicion of underlying HIV and his serology was sent off and came back positive. On further questioning, he admitted to a 2 year period in his life in his early 20s where he had unprotected sex with multiple partners.
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Richard Strang MF4 MSK
Richard Strang, a 50-year-old male with a two-day history of sudden onset of acute pain and swelling of the left great toe, is seen at his family physician's office. It seemed to suddenly start when he awoke two days ago. It is so painful that he could not even tolerate the bed-sheet touching it. Richard works in construction, and routinely enjoys a few beers at the end of the day with his buddies. He had a similar attack in the right knee about 3 months ago, and right 1st MTP about 6 months. He was told that he had "the gout".
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Williams MF4 Host Defence (Archived)
Shane is 20 years old, and is excited to have just joined the army. Growing up in northern Ontario, it was always one of Shane's dreams to see the world and serve his country. Shane joined just 6 months ago and is in training in preparation for an overseas mission. He is very healthy, aside from a prior splenectomy performed for a traumatic splenic rupture. However, on Saturday he is feeling slightly unwell, with some chills, headache and general fatigue. Despite it being his day off, he decides not to go into town with his friends. Later that day, his friends return, and Shane looks terrible: he is pale, obtunded, and has a rash on his feet. They call the base nurse, who urgently calls the doctor on-call, and a decision is made to transport him into town to the Emergency Room via ambulance. In the ER, Shane is seen by the triage nurse, who puts him in isolation precautions in a closely monitored setting. He is immediately attended by the ER physician, who notes complete unresponsiveness, a rigid neck, blood pressure of 70/pulse (i.e. no diastolic blood pressure was obtainable), HR 140/min, RR 28, and T 39.1 degrees celsius. A petechial rash is noted on his extremities, and his skin is mottled.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Theodore McIntyre MF4 MSK
Mr. McIntyre, a 69 year old man, has developed a new onset right-sided headache for the last 5 days. He has some pain when he chews his food and has been feeling increasingly fatigued. He has had stiffness in his shoulders and his hips so much so that it takes him at least an hour to get up and move around first thing in the morning. He has started to develop some double vision. He has tenderness when he combs his hair on the right side of his temple. Physical exam reveals a BP of 120/70 (right arm) and 126/68 (left arm), HR 75/min, temp 37. He has tenderness along his R temporal region and the R temporal artery feels thickened.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Ventilation
Tutorial: Vivian Chu MF4 Host Defence (Archived)
Vivian, a 37-year-old IT consultant, woke up early this morning with profuse vomiting, watery diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. In the ER, she was first seen by the triage nurse, who decided that she should be isolated with "enteric precautions" and noted she was febrile with a temperature of 38.6 C. She was subsequently seen by the ER physician who discovered the following: Vivian is an otherwise healthy woman, with no known medical problems and only takes a multivitamin daily. The day prior she had attended her 5 year old niece's birthday party. She cannot recall any sick contacts but is not sure if anyone else from the party has developed similar symptoms. Additionally, she recently returned from a trip to India 5 days prior. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Tutorial: Volume and Circulatory Management
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Multiple Choice Question Exam: EM Medical Expert (presenting problem)
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Clerkship Multiple Choice Question Exam: EM Medical Expert (technical skills interpretation)
Demonstrate competency in performing the following interpretive skills
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.
Clerkship Tutorial Evaluation: Internal Medicine Tutorials
A summative evaluation of the student’s performance in tutorial sessions.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
Direct Observation Tool: Educate patients on disease management, health promotion and preventive medicine
e-Learning Module Completion: Care of Children
Describe and apply the core concepts of infant / child preventative health care. Counsel patients and families around common infancy / early childhood concerns.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
NBME Exam (National Board of Medical Examiners): Internal Medicine
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
NBME Exam (National Board of Medical Examiners): Obstetrics and Gynecology
National Board MedicalExaminer Subject Examination, a standardized US examination for clinical clerks.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

2.5 Apply principles of socio-behavioural sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care concordance, care adherence and barriers to and attitudes toward care.

Activity Objectives
Describe the application of the Law of Thermodynamics to obesity causation and treatment.
Compare and contrast the features of psychosis and delirium.
Explain what the “Social Determinants of Health” are and how they affect the health of patients and communities.
Compare the epidemiology of mental disorders to other medical conditions and recognize the impact on disability and quality of life across the lifespan.
Describe how occupation plays an important role in the health of patients.
Describe appetite control mechanisms.
Students should be able to define psychosis.
Describe how patients living in poverty face unique challenges in accessing health care services.
Recognize some of the most common occupational issues affecting people in our society.
Discuss the determinants of obesity.
Describe the biology of psychosis.
List three health indicators that vary significantly between neighbourhoods in Hamilton.
Explain that occupational factors affect a wide breadth of systems, including respiratory (fibrotic lung disease, asthma, cancer), musculoskeletal, neurological (neuropathy, hearing loss), and psychiatric (stress).
Describe the health consequences of obesity.
List three barriers in our society that may impede reduction or elimination of social inequity and its effects on health.
Discuss the prevalence of obesity and related adverse health outcomes in adults and children.
Describe the different factors that affect prenatal and postnatal growth in children.
Introduce the principles of obesity management in adults and youth.
Describe the determinants of health in psychotic disorders.
Describe the biopsychosocial model of pain.
Identify psychosocial and spiritual needs of the dying patient and family, including grief and bereavement.
Increased awareness of events surrounding legal and governmental limitations of Indigenous People of Canada.
Identification of myths and stereotypes of Indigenous people and their history.
Self awareness and reflection of learners regarding the limitations of previous educational experiences and teachings regarding Indigenous culture and history.
Increased awareness of different subgroups of Indigenous People including cultural practices and communication styles.
Clerkship Objectives
Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):
Chest pain
Develop a management plan including: Pharmacologic treatment and non-pharmacologic treatment.
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Understand new history and physical examination techniques to formulate a differential diagnosis.
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
Overview of psychotherapy (indications, efficacy, impact, types, etc.). Use of motivational interviewing across disciplines.
An understanding of the broad scope of family medicine
The student will differentiate physiologic from pathological growth.
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
Shortness of breath
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
Perform a mental status examination of a patient with psychiatric illness.
Demonstrate an awareness of the underlying psychosocial and socioeconomic problems that may precipitate an ED visit.
Identify emerging and ongoing issues for paediatric patients who are potentially vulnerable or marginalised including: First Nations Peoples, new immigrants, disabled children, children living in poverty, and children with mental health, sexual orientation, or gender identity concerns.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
The student will recognize the importance of compound fractures and their management.
Interpret the information provided and synthesize an appropriate basic management plan including:
Conduct a suicide risk assessment and management.
Knowledge of the determinants of health and outcomes in mental illness (e.g. poverty, immigration, cultural factors).
Altered level of consciousness - including the recognition and management of acute stroke
Awareness of Poverty Tool and application to patient's health.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
To recognize how age, race, culture and socioeconomic status impact on obstetric and Gynaecologic health.
Adolescent Health Issues: Disordered eating, Psychosocial history (HEADDSS), Pubertal development, Sexual health, Sexually transmitted infections, Substance use and abuse
Identify determinants of health for paediatric populations and the physician’s role and points of influence in these issues.
Assess and manage violence/agitation/homicidality
Anaphylaxis / severe allergic reaction
Demonstrate an appreciation of patient values when communicating with patients in order to understand their goals of care.
Abdominal pain
Assess (including relevant physical exam) and manage substance use.
Demonstrate an approach to health promotion and disease prevention during patient encounters that reflect best evidence and patient preferences and values.
Demonstrate physical examination skills that reflect consideration of the clinical presentation as well as the comfort, age, development, and cultural context of the infant, child, or adolescent.
Learn how to apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care.
Assess and manage other psychiatric emergencies/crises and acute presentations: toxidromes and withdrawal; overdoses: (e.g. TCA, acetaminophen); severe drug reactions: NMS, sertonin syndrome, dystonia; medical conditions with possible psychiatric presentation (e.g. catatonia, delirium)
Assess a patient’s competence to make decisions regarding therapy.
Shock - Recognize shock and predict underlying etiology (distributive, cardiogenic, hypovolemic, obstructive).
Assess self-care.
Development / Behavioural / Learning Problems: Attention deficient disorders, Autism spectrum disorder, Cerebral palsy, Fetal alcohol spectrum disorder, Global delay, Gross motor delay, Learning disability, Speech / language delay
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Assess capacity.
Seizure
To develop the skills to perform an appropriate sexual health history procedures.
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: Reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
Cardiorespiratory arrest
Headache
Assess a sexual and trauma history.
Minor trauma / MSK injuries (including fracture / dislocation/ sprain). Explain the ABCDE approach to major and minor trauma, identify resuscitative priorities and recognize injuries which require acute management.
Consider legal and/or ethical issues as well as psychosocial aspects in deciding on an appropriate treatment.
Assess sleep history and provide counselling.
Abnormal behavior (psychosis, delirium, intoxication, violence).
Assessment of cognitive deficits (and use of screening instruments e.g. MMSE, MOCA, etc.).
Head injury - minor
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Assess and manage acute psychosis.
Fever
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Dizziness / vertigo
Assess the appropriate use of psychotherapy
Understand the symptoms sometimes seen during end-of-life care and the basic principles of their management (e.g., pain, dyspnea, nausea and vomiting, anorexia, fatigue, depression, delirium, constipation).
Cardiac dysrhythmias. Synthesize ACLS (Advanced Cardiovascular Life Support) algorithms, recognize unstable ACLS states and use ACLS algorithms to guide treatment.
Propose a preliminary understanding of a patient in a biopsychosocial model including being able to: reach reasonable hypotheses about a patient's pre-morbid personality, coping styles, and their link to the present predicament. Specify relevant medical considerations, including substance and medication misuse. Recognize relevant environmental and social stresses. Describe the level of everyday functioning and realistic goals for improvement.
Recommend medication management, monitoring and counselling, including: Classes of psychiatric medications and their indications. Medication counselling: indications, choice, side effects, etc. Pre-medication work-up. Medication monitoring and work-up. Side effects (blood tests and physical e.g. AIMS). Metabolic syndromes and monitoring. Special populations (pediatric, geriatric, pregnancy). Acute syndromes/reactions (NMS, dystonia, serotonin syndrome, toxicity).
Vaginal bleeding - pregnant
Poisoning
Burns - minor / major
Urinary symptoms
Neck and back pain
Eye pain (including red eye)
To describe the relationship between psychologic issues and obstetric and gynecologic events.
To describe the approach to the management of patients presenting with a history of domestic violence.
Well Child Care (newborn, infant, child) : Anticipatory guidance, Circumcision, Crying / colic, Dental health, Discipline / Parenting, Growth – Head circumference, Height, Weight, Body mass index, Health active living, Hearing, Hypertension, Immunizations Injury prevention, Normal development, Nutrition & Feeding, Sleep issues, Social-economic / cultural / home / environment, Sudden infant death syndrome
Essential Clinical Experience
Participate in a discussion about the relationship between health and social factors such as income, housing, gender, race, or disability.
Participate in a discussion regarding the impact of stigma upon patients with mental illness.
General Objectives
Recognize the factors that promote coronary atherosclerosis ("risk factors").
Describe the prevalence of chronic disease in Canada and factors which contribute to it.
Demonstrate skills for critical intersectional analysis.
Justify how knowledge from the social sciences and humanities contributes to medical practice.
Describe diagnosis and treatment considerations for common chronic diseases.
Describe the significance and frequency of caregiver fatigue, and strategies employed to address it.
Review concerns with application of bias and stereotyping statements in clinical practices.
Identify etiological factors relevant to the understanding of individual cases including consideration of the following:
Theme 3: The relevance of past/early experiences to mental health and illness and development
Summarize different “ways of knowing” about the body and how these ways affect the clinical encounter.
Describe the role of foods and nutrients in the prevention and management of chronic disease, with a focus on type 2 diabetes, atherosclerotic cardiovascular disease, and some cancers.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Differentiate between the role of opioid use in acute pain versus chronic pain and discuss the efficacy, limitations and adverse consequences.
Understand common pain syndromes including an understanding of social and other factors that contribute to the complexity of these disorders.
Illustrate the difference between disease and illness, and plan an approach to understanding the patient’s illness experience.
Identify a patient centered approach to care for individuals with chronic illnesses.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Develop a mechanism-based approach to the management of coronary artery disease.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Describe protective factors and coping strategies which enable older adults to thrive despite complexity and multi-morbidity.
Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
Explain the concept of secondary prevention as it pertains to coronary artery disease.
Develop the attitude and skills for responding to patients with cultural humility.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Explore the role and safety of dietary supplements, and the application and regulation of health claims on food and supplement labels in relation to specific diseases.
Analyze the influence of gender on health concerns and health care provision.
Develop a mechanism-based approach to management of cardiovascular diseases: medications, behavioural modifications and population measures for prevention.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Discuss the historical and contemporary events and the systemic factors influencing current practices and issues regarding Indigenous Health and anti-Indigenous racism, all of which impact current and future practitioners, individuals, and communities.
Assess the use of narrative in the process of meaning-making, both for patients and for clinicians.
Identify opportunities to educate and reflect on events of Indigenous self-determination, cultural preservation and growth to foster allyship in Indigenous Healthcare and community settings.
Recognize the impact of menopause on quality of life.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Demonstrate an awareness of key health challenges faced by immigrants and refugees.
Recommend responses to key social and cultural factors that lead to poor health outcomes for individuals, families, and communities.
Identify the diverse factors (ie. sociocultural, psychological, institutional, economic, occupational, environmental, technological, legal, political and spiritual) that contribute to the systemic marginalization of vulnerable populations and impact health and health care delivery.
Plan socially-just courses of action in order to respond to the diverse factors that intersect and overlap to influence the health of the individuals, families and communities.
Global Objectives
Upon completion of this problem, students will be able to describe the stress-diathesis model of depression, under which depression is understood as a natural consequence of sustained stress, marked by disordered vegetative, cognitive and mood functions.
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will be able to describe the concept and importance of normal parent-child attachment.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis including ethical issues with social issues and chronic drug use.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students should be able to describe how long-term immunosuppression can result in opportunistic infection and increase the risk of developing malignancy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
By the end of the tutorial, the student should be able to describe the pathogenesis of diabetic nephropathy as well as discuss epidemiologic and management strategies.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students should understand the medical and social consequences of alcohol-related disorders including alcohol use disorder, alcohol intoxication, alcohol withdrawal, other alcohol-induced disorders and unspecified alcohol-related disorder (DSM-5), the neurological underpinnings of substance use disorders and the identification and treatment of alcohol withdrawal.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Upon completion of this problem, students will be able to describe a basic approach to low back pain and identify its common causes and its investigation and management.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: End-of-Life Care
Active Large Group Session: Growth: Hormonal Considerations
Active Large Group Session: Introduction to Psychiatry
Epidemiology. Nosology. Brain and behaviour. Medical Psychiatry. PBL cases. Five steps to differential diagnosis. Sub-unit overview.
Active Large Group Session: Occupational Medicine
Active Large Group Session: Psychosis and Delirium (Archived)
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Accessing Community Resources
Referral to a specialist. Integration of care with allied health professional. Awareness of Poverty Tool and application to patient's health.
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
e-Learning Module: Social determinants of child mental health
An outlined approach to understanding and assessing social determinants of health by examining how children's environments affect their biology and their pathways in health.
Essential Clinical Experience: Participate in a discussion about the relationship between health and social factors such as income, housing, gender, race, or disability.
Essential Clinical Experience: Participate in a discussion regarding the impact of stigma upon patients with mental illness.
Large Group Session: Acne and Rosacea (Archived)
Pathophysiology of acne. Patient history. Psychosocial impact of acne. Grade severity of acne and acne scarring; Select therapy. Evaluate risks. Skin. Derm day.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Autosomal Dominant Disorders (Archived)
Understand autosomal dominant inheritance. Understand the factors that complicate this inheritance pattern. Understand the main psychosocial issues in predictive testing (presymptomatic diagnosis).
Large Group Session: Domestic Violence and Female Adult Sexual Assault
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Patient safety and risk management in obstetrics and gynecology
To review common definitions in the language of patient safety. To highlight various aspects of risk in obstetrics and gynecology. To examine two programs currently available in obstetrics as prototypes to reduce risk: ALARM - (Advances in Labour and Risk Management) MORE (Management of Obstetrical Risk Efficiently).
Large Group Session: Pediatric and Adult Obesity (Archived)
Describe the application of the Law of Thermodynamics to obesity causation and treatment. Describe appetite control mechanisms. Discuss the determinants of obesity. Discuss the prevalence of obesity and related adverse health outcomes in adults and children. Introduce the principles of obesity management in adults and youth.
Large Group Session: What is Mental Illness (Archived)
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Addictions
This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.
PC Session: Anti-Black Racism and Black Exclusion in Medicine
The purpose of this session is to explore the dimensions of white supremacy, anti-black racism and black exclusion in medicine.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Epistemology
This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Gender in Medicine
Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: HEART
Health and Equity through Advocacy, Research and Theatre (HEART). HEART is a medical student-led, inter-professional education program which aims to improve health care for marginalized populations through the use of simulation-based learning and participatory theatre.
PC Session: History of Medicine
Appreciate a historical perspective for understanding medicine and its relationship to technology, medical education, and the relationship of body to mind; Gain an understanding of how society has viewed and reacted to doctors and medical practice; Learn how medicine has intersected with the law to define the human being; Consider how different theories of the body have produced particular medical procedures, approaches to patients, criminal punishment, and medical ethics.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Poverty and Health
This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Self-Directed Study: TTR Psychiatry Rotation Portfolio
Students will prepare an 8-10 page Portfolio that will follow a patient presentation/case of your choice, which you will analyze from a lens of equity, diversity and inclusion (EDI). The portfolio will include 1. A summary of the case. 2. A formulation of the case (using the 4 Ps - Predisposing factors, Precipitating factors, Perpetuating factors, Protective factors). 3. A reflection about one or more aspects of the patient’s identity that influences the patient’s interaction(s) with the psychiatric healthcare system, perception(s) of their illness, and treatment outcome(s). 4. A personal reflection of what impact the case had had on the student, and what learning they will take from this case.
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amanda VP MF1 Cardiovascular
Amanda VP. is a 44-year-old Russian immigrant whom you first meet at family health team where you are completing your core training as a family medicine resident. Amanda presents to the clinic because she’s had a two-week history of fevers, chills, malaise and shortness of breath on exertion. She became particularly concerned earlier today when she experienced a brief episode of left arm weakness that lasted for approximately 5 minutes and then completely resolved. Amanda, one of four children, grew up in the former Soviet Union, in a poor household with her extended family (cousins, aunt and uncle, and grandparents). Amanda VP.’s short stature makes you wonder if she was malnourished as a child and if so, what other effects this may have had on her health. Her past medical history seems unremarkable. She has been hospitalized once when she delivered healthy twin girls twenty years ago. She does recall having been told by her obstetrician that she had a heart murmur. She is married and works as a dental assistant in her husband's office. She smokes one pack of cigarettes daily and has done so for 30 years. She does not drink alcohol. On examination, she looks unwell. She is febrile with a temperature of 38.8 degrees Celsius. Her heart rate is 110 bpm with a BP of 100/65 mmHg. Head and neck examination reveals bilateral conjunctival petechiae. Her JVP is 4 cm above the sternal angle. Her chest is clear. Heart sounds reveal a grade 3/6 pan-systolic murmur best heard at the apex and an S3 with gallop. Her point of maximal impulse is enlarged and palpated in the anterior axillary line. She has mild bilateral pedal edema. Neurological examination, including fundoscopy, is completely normal as is the dermatologic exam. You decide to admit her to hospital, order blood work, a chest X-ray, and an echocardiogram.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Beau Chandler MF4 Brain and Behaviour
Beau is a 3-year-old boy, the youngest of three children. His father manages a local bank and his mother is a stay-at-home mom. He has two older sisters, Theresa age 7 and Gracie age 9. His parents are in their late 30s. Beau is the focus of the entire family's attention and the apple of everyone's eye. His sisters behave like 2 additional mothers, to the point that they anticipate his every need. His parents have even noted that his language development seemed slightly slower than his sisters' as he did not need to use language to have his needs met. He now speaks well but it just seemed to be slower than his sisters (who his mother described as early talkers). Beau's mother's pregnancy was unexpected but welcomed. The pregnancy was uneventful with no history of substance use. Beau was full term and the delivery was uneventful. Beau was a cute and cuddly infant. He breastfed well and developed predictable routines for both sleeping and feeding. He appears quite adaptable. For instance, when family visits other family or friends, Beau smiles, plays and amiably engages children and adults alike. He has even slept well at these homes if needed. He needed only his favourite blanket in those situations to assist him with settling down to sleep.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Eating Disorders and Child and Adolescent Psychiatry
Apply knowledge of the expected changes across the lifespan in the care of patients with psychiatric disorders and medical conditions; Apply knowledge of the major psychiatric disorders in the care of pediatric patients (including but not exclusive to mood disorders, anxiety disorders such as separation anxiety disorder, reactive attachment disorders, etc.); Prioritize a differential diagnosis by applying knowledge of psychopathology and medical illnesses;Apply knowledge of potential signs/symptoms of abuse when developing treatment plans, including when to report suspected abuse.
Tutorial: Edwin McKenzie MF1 Respirology
Edwin is a 4-year-old boy enjoying a day at the Caledonia Fall Fair. He is walking around, enjoying the sights while eating a hot dog, when he suddenly begins to choke. Bystanders look on, horrified. An alert medical student, who happens to be taking a break from studying, is on the scene. She rushes over, comes up behind Edwin and administers an abdominal thrust. The piece of hot dog is expelled from Edwin, and he takes a big breath.He is fine, the medical student is relieved and congratulations are offered all around at this happy ending. In speaking with Edwin’s parents after the incident, the medical student notices a colorful circular pin on his mother’s jacket. The medical student inquires about the pin, and Edwin’s mother states the pin represents the Medicine Wheel, an important concept for their family’s health.
Tutorial: Geriatric and Medical Psychiatry
Demonstrate an understanding of the interface between psychiatry and medicine and the importance of identifying and treating psychiatric illness in medical patients. Discuss how medications can result in mood disorders and how to identify and treat mood disorders in medical patients. Discuss the importance of multi-disciplinary care in the treatment of patients with medical and psychiatric illness as well as issues such as addiction and chronic pain. Discuss the potential medical implications of treatment with SSRI medications. List some pharmacokinetic changes associated with aging. Identify cognitive changes associated with aging. Describe some common bed side cognitive assessment tools.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jake Gamble MF4 MSK
Part One: Jake Gamble, an obese 65-year-old man, presents complaining of back pain that began 5 days ago while shovelling snow. The pain becomes worse when he stands. Part Two: The patient reports he got over that last "attack" in less than a week but has had low back pain ever since. He now returns 2 years later because of another attack of acute back pain after chopping wood. Part Three: The patient returns in 6 weeks because the pain has not decreased. His legs feel "heavy," and he has had some incontinence in the last week.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Joe and Maria Russo IF Age-Related Health Care
Mr. Guiseppe (Joe) Russo is an 81-year-old man who returns to see you, his new Family Physician, regarding cognitive concerns. He is accompanied by his wife of 60 years, Maria Russo. Mr. Russo is a retired Crane Operator, who was born in Southern Italy, and who worked in the steel industry after immigrating with Maria to Canada at the age of 20. As a child, he completed 6 years of formal education; later he became fluent in English while working in Canada. He and Maria have three adult children, two sons and one daughter, and live in a bungalow in the city of your practice. He is otherwise physically well, with well-controlled hypertension, dyslipidemia, and DMII, as well as osteoarthritis of the knees. His medications are provided to you in a list. He is a lifelong non-smoker who consumes one glass of wine with dinner each night. Mr. Russo was diagnosed with early-stage Alzheimer’s disease (versus Mixed Dementia) by his prior physician, Dr. Retired, approximately 2 years ago. At that time, Mr. Russo presented with approximately 2 years of gradually progressive decline in short-term memory and executive function, that was impacting his ability to pay bills on time. His SMME score at that time was 21/30, with 0/3 on delayed recall and difficulty with orientation (year incorrect). He was unable to draw a clock correctly (CDT), but Dr. Retired suspected that language and education impacted Mr. Russo’s performance on both the SMMSE and the CDT.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Lan Chen MF4 Brain and Behaviour
You are a family doctor in Thunder Bay. On your day schedule you note that Lan Chen is booked to see you about "fatigue". She is a devout, hardworking nurse who has in the past year developed hypertension, hypercholesterolemia and Type II Diabetes. She is 45, has been married for 18 years and has three healthy sons, ages 10, 8, and 6. The patient presents as tense, tired, and clearly distressed. Ms. Chen complains of feeling "wiped out", constantly fatigued despite sleeping up to 12 hours at a time. She describes herself as feeling "useless" because she is falling behind on her work at home and is worried about her work at the hospital because she is having trouble focusing: "my thoughts keep jumping around and I'm never really sure what I've done. I keep checking things over and over to make sure I'm not making mistakes". She feels overwhelmed by the many decisions she has to make every day in the hospital, and the demands on her at home. She used to love her work, her family, and coaching soccer. Now she describes feeling intense dread driving to work, at times crying in the car, knowing how busy and intense the day will be. She likewise dreads coaching her soccer team: "This year's group is different, they're a bunch of lazy little brats". She is very upset because she yelled at two of the girls at the last game, and is even more upset because she is yelling at her own sons "all the time".
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Malcolm Lowry MF4 Brain and Behaviour
Malcolm Lowry presents to the ED of the Hamilton General Hospital accompanied by his wife, Vita. He is seen by a second-year resident in Emergency Medicine and a clinical clerk. Mr. Lowry is a 47-year-old businessman. This afternoon, he collapsed in front of his wife, who observed that both arms and legs were shaking and that his eyes were rolled back. After 30-60 seconds the shaking stopped, but he was unresponsive for several minutes and remained drowsy and confused for half an hour. Vita called 911 and Malcolm was taken to the Emergency Department. The patient states that this has never happened to him before. He had no warning symptoms prior to collapsing. He does not remember collapsing. He did not soil himself or bite his tongue, but his muscles are sore. His past health has been good. He does not have hypertension, diabetes or other chronic health problems. He has never been hospitalized and he is not on any medications. He denies recent head trauma, febrile illness, headache or neurological symptoms. He has no family history of epilepsy. Vita states that Malcolm has been drinking alcohol heavily for a number of months but stopped two days ago after she removed all the alcohol from the house. Today he was so tremulous that he could hardly button his shirt. Malcolm points out that he has stopped alcohol for a day or two several times in the past few months, and although he has felt shaky he has never had a seizure.
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: McFadden Family IF Maternal and Child Health Risks
Claire brings infant Marie to her family physician for the 2-month well baby visit, alone. When asked how she and Dave are adjusting, she mumbles “fine.” Marie has been “fussy” during the night, and Claire is finding breast-feeding to be a challenge. Newborn examination is performed, the Rourke baby record is completed and no concerns noted. Claire is motivated to breastfeed but she says Dave thinks formula is better and is worried the baby is not getting enough milk and that is why she is crying. “He says it is my fault.” The benefits of nursing to mom and baby are reviewed, along with formula options, and a referral to a lactation consultant is made. Two weeks later, the office receives an “urgent” call from Claire’s aunt asking that she be seen. Notably, Claire did not bring in baby Marie for a follow-up, in spite of a reminder call from the office. Claire is booked as the last appointment of the afternoon, and reception staff comment they heard screaming in the background while Claire’s aunt made the call. One receptionist says “things are not right” in the McFadden family.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Nancy Jones MF2 Renal
Nancy Jones is a 34-year-old Mohawk, Turtle Clan woman who has been well until four days prior to hospital admission when she developed abrupt onset of chills, rigors, and a productive cough. Subsequently Mrs. Jones became progressively short of breath, was obtunded and bedridden and was brought to the hospital emergency room. On arrival, her vital signs were blood pressure 80/60 mmHg, heart rate 148 beats/min, respiratory rate 42/min, temperature 39.6o C, and oxygen saturation 79% on room air. She was confused. Crackles were heard on auscultation throughout her chest. Heart sounds were normal with no murmur, JVP was flat, mucous membranes were dry and there was no peripheral edema. Abdominal examination was normal. The patient was intubated and transferred to the ICU.
Tutorial: P.J. Peters (Part 1) IF Host Defence and Neoplasia
As you head off to lunch after wrapping up your morning clinic, you peruse your afternoon schedule and note that the first patient is someone you have not seen in three years. You therefore grab his chart to review his history. P.J. Peters is a 34-year-old male who immigrated from Uganda 10 years ago. Four years ago, he presented with a dry cough and mild shortness of breath. Given that you had noted a few crackles in his lower lungs bilaterally, you had prescribed him antibiotics for pneumonia. In spite, of therapy his symptoms progressed over a 2-3 week period and he landed in the emergency. A chest x-ray at the time revealed a bilateral interstitial infiltrate. Due to progressive hypoxia he underwent a bronchoalveolar lavage which revealed he had pneumocystis jiroveci pneumonia (PJP or PCP). This raised the suspicion of underlying HIV and his serology was sent off and came back positive. On further questioning, he admitted to a 2 year period in his life in his early 20s where he had unprotected sex with multiple partners.
Tutorial: P.J. Peters (Part 2) IF Host Defence and Neoplasia
When you see Mr. Peters next, you learn that he had continued to take his HAART faithfully an additional 6 months after he last saw you. He had been feeling physically well and figured his virus was under control (as he recalled it had last been "non-detectable") and so began questioning the need to continue his medications. He was concerned about long-term side effects of therapy and figured he could diminish his risk by reducing his exposure to HAART. Moreover he had started a new job around that time and did not want anyone to inadvertently find out about his diagnosis of HIV. He therefore elected to stop taking his anti-retrovirals. Mr. Peters was reluctant to tell his physicians about his decision and so he had not come back for his follow ups. He returns today complaining of a new painful rash on his chest that appeared 2 days prior. Additionally he notes a 3-month history of increasing fatigue as well as intermittent fevers, night sweats and a 20 lb weight loss. On examination his temperature is 37.2º C, blood pressure 135/80, pulse 79. There are 2 cm nodes palpable in the cervical and axillary areas bilaterally. His throat is clear. When you examine his chest you notice a vesicular rash over the right side of his chest extending from the midline towards his right axilla at the level of his nipple. Examination of his respiratory and cardiovascular system are unremarkable. His abdomen is soft with no palpable masses or organomegaly. Examination of his extremities is unremarkable.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Williams MF4 Host Defence (Archived)
Shane is 20 years old, and is excited to have just joined the army. Growing up in northern Ontario, it was always one of Shane's dreams to see the world and serve his country. Shane joined just 6 months ago and is in training in preparation for an overseas mission. He is very healthy, aside from a prior splenectomy performed for a traumatic splenic rupture. However, on Saturday he is feeling slightly unwell, with some chills, headache and general fatigue. Despite it being his day off, he decides not to go into town with his friends. Later that day, his friends return, and Shane looks terrible: he is pale, obtunded, and has a rash on his feet. They call the base nurse, who urgently calls the doctor on-call, and a decision is made to transport him into town to the Emergency Room via ambulance. In the ER, Shane is seen by the triage nurse, who puts him in isolation precautions in a closely monitored setting. He is immediately attended by the ER physician, who notes complete unresponsiveness, a rigid neck, blood pressure of 70/pulse (i.e. no diastolic blood pressure was obtainable), HR 140/min, RR 28, and T 39.1 degrees celsius. A petechial rash is noted on his extremities, and his skin is mottled.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Susanna Green Part 1 MF3 Endocrinology
Susanna Green is a 59-year-old member of the Six Nations of the Grand River. She has a strong family history of type 2 diabetes mellitus. Until two years ago, Susanna had been closely followed since she was diagnosed with diabetes mellitus 28 years ago. Unfortunately, Susanna has not been seen for two years while she was living in the United States. She has self-reported "good" control of her sugars, though she admits that she uses her glucometer only infrequently. Several years ago, she had laser therapy for diabetic retinopathy, but her vision is now stable. She has mild orthostatic hypotension and numbness of her toes. She also has a history of coronary artery bypass grafting following a myocardial infarction six years ago. She has no symptoms to suggest cardiac ischemia, and her exercise tolerance is not restricted. Her medications include metformin, sitagliptin and gliclazide for blood sugar control. Her hypertension, diagnosed about 5 years ago, is currently treated with amlodipine and ramipril. She is taking rosuvastatin to control her cholesterol. Examination reveals a well-looking woman with blood pressure of 155/93 mmHg, BMI of 32.5, increased waist to hip circumference ratio, normal chest and cardiac examination, trace edema to her ankles, normal cardiorespiratory examination. No acute changes are present on fundoscopy, though there the telltale findings of a history of laser photocoagulation are present.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Yaser Kallas IF Host Defence and Neoplasia
Yaser is a 36-year-old man who is brought to the emergency room by his wife after feeling quite unwell for the past 2 days with shaking chills and fever, along with some upset stomach. He is extremely weak and unable to provide significant details and his wife does not speak English. In reviewing his chart from a previous visit for a sprained ankle you are able to elicit that he’s a refugee from Syria who came to Canada 18 months ago and has two children. He was not previously taking any regular medications and he does not seem to have a significant past medical history other than a splenectomy secondary to a trauma 8 years ago. On assessment at triage he is found to have a temperature of 39.2 Celsius, a blood pressure of 86/60 and a heart rate of 125 bpm. His oxygen saturation is 85% on room air and he is tachypneic with a respiratory rate of 34. He is very drowsy, but rousable, however unable to engage in significant conversation. He appears diaphoretic and his extremities are warm to touch.
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
Final Rotation Assessment: Accessing Community Resources
Referral to a specialist. Integration of care with allied health professional. Awareness of Poverty Tool and application to patient's health.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

2.6 Understand the process of the dissemination, application, and translation of new health knowledges and practices.

Clerkship Objectives
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Understand new history and physical examination techniques to formulate a differential diagnosis.
An understanding of the broad scope of family medicine
The student will differentiate physiologic from pathological growth.
The student will identify the major sensory and motor nerves in the extremity and apply this knowledge to examination of the extremities.
Understand the judicious use of laboratory, radiographic, and other investigations to rule in and rule out each diagnosis.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
The student will recognize the importance of compound fractures and their management.
Interpret the information provided and synthesize an appropriate basic management plan including:
Global Objectives
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Active Large Group Session: Introduction to Immunology
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Approach to Library Resources
Accessing the library. Health Sciences Library. Library services. Resources for MF 1 and beyond.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: History of Medicine
Appreciate a historical perspective for understanding medicine and its relationship to technology, medical education, and the relationship of body to mind; Gain an understanding of how society has viewed and reacted to doctors and medical practice; Learn how medicine has intersected with the law to define the human being; Consider how different theories of the body have produced particular medical procedures, approaches to patients, criminal punishment, and medical ethics.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Tutorial: Albi Mantoukian MF4 Host Defence (Archived)
Albi Mantoukian is a 2 week old boy, brought in by his mother, Salpie. Albi has been doing well by all accounts: he has already exceeded his birth weight, is breast-feeding and sleeping well. Salpie has noticed a white, creamy coating on Albi's tongue and palate, and her mother tells her that this is a yeast infection and is nothing to worry about. Salpie knows that she had a vaginal yeast infection after receiving treatment for a urinary tract infection 2 months before delivery, and suspects that she gave this to her son.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?

2.99 Other Knowledge for Practice

Activity Objectives
Describe DSM5 classification of autism spectrum disorder.
Explain the rationale behind the five steps to differential diagnosis.
Clerkship Objectives
An understanding of the broad scope of family medicine
Describe how illness presents differently through the life cycle and in the family medicine setting compared to other settings.
Insert an LMA with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety during insertion. Assess appropriate positioning of the device.
Perform laryngoscopy and endotracheal intubation with minimal assistance in an unconscious, adult patient or appropriate simulation device. Demonstrate attention to patient care and safety. Assess appropriate positioning of endotracheal tube.
Demonstrate appropriate use of the anesthetic circuit and ventilator with minimal assistance.
Discuss the various types of melanoma and prognosis for each type.
General Objectives
Define the concept of psychosis.
Define “developmental delay”.
Review the classification of seizures.
Large Group Session: Introduction to Physiatry (Archived)
The Objectives are to introduce the medical specialty of Physiatry (Physical Medicine and Rehabilitation). To review common medical problems seen by a Physiatrist. To review some cases from a Physiatric perspective.
Clerkship Key Feature Exam: Family Medicine Clerkship
This exit exam is one component of the successful completion of the clerkship core. The cut point is determined annually by the Undergraduate Clerkship Committee. An isolated exam failure is referred to the Student Progress Committee as per UG policy.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review

3. Practice-Based Learning and Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate research evidence, and to continuously improve patient care based on reflexivity and principles of life-long learning.

3.1 Solicit and respond to feedback from peers, teachers, supervisors, patients, families, and members of health care teams regarding one’s knowledge, skills, attitudes and professional behaviours

Clerkship Objectives
Consistently fulfill the clerkship expectations of professional behaviour.
Recognize and accept one’s limitations and know when to ask for help.
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Demonstrate a commitment to perform to the highest standard of care through the acceptance and application of performance feedback.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Recognize the limits of one’s own knowledge and seek assistance when required ensuring patient safety is respected at all times.
Demonstrate life long learning practices in providing care to patients.
General Objectives
Evaluate how peers gave and received feedback.
Demonstrate how to communicate orally, in written form, and via information databases when collaborating as a member of a multidisciplinary healthcare team on the health of a patient.
Summarize the concepts, principles, and research evidence that support the importance and efficacy of developing communication and interpersonal skills in medicine.
Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
Large Group Session: Learning Strategies
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Tutorial: Edwin McKenzie MF1 Respirology
Edwin is a 4-year-old boy enjoying a day at the Caledonia Fall Fair. He is walking around, enjoying the sights while eating a hot dog, when he suddenly begins to choke. Bystanders look on, horrified. An alert medical student, who happens to be taking a break from studying, is on the scene. She rushes over, comes up behind Edwin and administers an abdominal thrust. The piece of hot dog is expelled from Edwin, and he takes a big breath.He is fine, the medical student is relieved and congratulations are offered all around at this happy ending. In speaking with Edwin’s parents after the incident, the medical student notices a colorful circular pin on his mother’s jacket. The medical student inquires about the pin, and Edwin’s mother states the pin represents the Medicine Wheel, an important concept for their family’s health.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Rana Osman MF1 Respirology
Rana Osman is a 2-year-old girl who has been previously well. She has had a barky, seal-like cough for 2 days but tonight has become acutely worse. In the emergency room, she is found to be sitting "bolt upright", with pronounced stridor on inspiration. Her inspiratory phase is prolonged. She has intercostal indrawing and suprasternal indrawing.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Clerkship Multiple Choice Question Exam: Surgery Clerkship
A multiple choice pre-test (MCQ) will take place during the first week of your rotation. The mark from the pre-test will not count. However, the pre-test will serve as a gauge as to what to expect for the final MCQ examination, which occurs in week six of the rotation. Review of a basic surgery text is essential for success on the final MCQ examination.
Clerkship Reflection Paper: Professional Competencies in Surgery
Identify a "procomp" moment - positive or negative, that the student was directly involved in. Write a 500 word reflection and include consideration of What happened? Who was it discussed with? How does the GPG suggest it could have been handled? What did I learn?
Clerkship Structured Oral Examination: Primary Presentations (Surgery Clerkship)
The oral examination takes place in week five or six of the rotation. It is approximately one to one and a half hours in length. The student is responsible for preparing a general surgery case for presentation. The student will be questioned on the case and then on a variety of other topics.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
e-Learning Module Completion: Informed Consent
Online module by the Canadian Medical Protective Association: URL: http://www.cmpa-acpm.ca/cmpapd04/docs/ela/flash/informed_consent_profiling-e.cfm?id=gpg
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Final Rotation Assessment: Orthopedic Surgery Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

3.2 Integrate feedback, external measures of performance and reflective practices to identify strengths, deficiencies, and limits in one’s knowledge, skills, attitudes and professional behaviours

Activity Objectives
To experience the energizing, focusing, collaborative and self-reflective process of an applied drama and improv session in order to raise critical consciousness and personal awareness.
Clerkship Objectives
Recognize and accept one’s limitations and know when to ask for help.
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Demonstrate a commitment to perform to the highest standard of care through the acceptance and application of performance feedback.
Engage in self-assessment through reflective practice.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Recognize the limits of one’s own knowledge and seek assistance when required ensuring patient safety is respected at all times.
Be receptive and be able to incorporate feedback into daily practice.
Demonstrate life long learning practices in providing care to patients.
General Objectives
Demonstrate specific actions that build an inclusive and respectful learning environment.
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Acknowledge preferred learning strategies and needs of both self and others, and effectively collaborate to help meet these needs.
Using principles of self-regulated learning, set SMART learning goals, and make any needed adjustments using appropriate sources of guidance (tutor, teacher, advisor, colleagues).
Demonstrate the ability to reflect upon the strengths and weakness of their own communication skills.
Acknowledge the significance of allyship in supporting patients, peers and allied health in clinical situations which may be impacted by negative aspects of the Hidden Curriculum.
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Ophthalmology History Taking
Medical students should recognize external and internal structures of the normal human eye and know how to perform a basic eye examination (ICO Curriculum for Ophthalmic Education of Medical Students). Students rotate through eight stations: 1. History taking in Ophthalmology 2. Visual Acuity measurements and pupillary examination. 3. Extraocular muscle movements and visual field guide. 4. External eye and slit lamp examination. 5. Intraocular pressure measurement and pachymetry. 6. Fundoscopy. 7. Pediatric examination and strabismus measurement. 8. Trauma management, lid eversion / foreign body removal and eye patching.
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
Large Group Session: Emergency Medicine Debriefing Session
An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.
Large Group Session: Learning Strategies
Large Group Session: Pearls of MF2 (Archived)
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Self-Directed Study: Hidden Curriculum - Reflection on Clinical Elective Experiences - Post MF4
Students will reflect on recent experiences in the clinical setting in which they perceived actions, comments or behaviors demonstrated the presence of the Hidden Curriculum in the clinical setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Small Group Session: Neuro Team based learning session #1
Neuroanatomic Localization, Spinal Cord Pathology, Concussion
Small Group Session: Neuro Team based learning session #2
Dizziness, meningitis, stroke, headache
Small Group Session: Neuro Team based learning session #3
Muscle Weakness, Peripheral Neuropathy
Small Group Session: Neuro Team based learning session #4
Gait Disturbance, Movement disorders, Febrile Seizures
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Nabil Assad MF1 Respirology
Salim takes Nabil, his 7-year-old son, to see Dr. Lockwood, his family doctor, because both of them have a sore throat. Nabil’s younger brother had a sore throat and runny nose a week ago, but he improved quickly. Salim is concerned about Nabil because he seems to be taking longer to improve. Dr. Lockwood asks more details and learns that both Nabil and Salim are mostly having swallowing difficulties but feel otherwise quite well. Salim has a mild cough, but Nabil does not. There have been no rigors, just slight chills last night.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Final Rotation Assessment: Orthopedic Surgery Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

3.3 Set learning and improvement goals

Clerkship Objectives
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
Engage in self-directed lifelong learning strategies.
Accurately assess own learning needs and set own objectives.
Demonstrate a basic ability to self-guide professional development, including identifying and addressing learning needs.
Set realistic learning objectives and areas of improvement goals.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate life long learning practices in providing care to patients.
General Objectives
Identify and utilize effective strategies for retaining and retrieving new information, while minimizing time spent on strategies that are less effective.
Using principles of self-regulated learning, set SMART learning goals, and make any needed adjustments using appropriate sources of guidance (tutor, teacher, advisor, colleagues).
Global Objectives
Developed an approach to setting learning objectives for tutorial problems.
Completed a learning strategy inventory.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Inguinal/Scrotal complaints
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
Large Group Session: Learning Strategies
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Concept Application Exercise (CAE): MF1 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF1 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): IF CAE 1
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form.
Concept Application Exercise (CAE): IF CAE 2
Concept Application Exercise (CAE): IF CAE 3
Concept Application Exercise (CAE): MF 3 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF1 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. There will be four CAEs in MF 1. They will be marked by the tutor and discussed in tutorial. Over the course of the Medical Foundation, approximately 15-18 questions will be presented to the students.
Concept Application Exercise (CAE): MF2 CAE 1
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF2 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 2
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF3 CAE 3
CAEs are brief evaluation exercises posing short problems to be answered in brief point form. They will be marked by the tutor and discussed in tutorial. The question topics will be clinical scenarios that relate to current Medical Foundation material.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
e-Learning Module Completion: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
e-Learning Module Completion: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mini Concept Application Exercise (CAE): Neurology Week 1
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 2
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 3
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Mini Concept Application Exercise (CAE): Neurology Week 4
The Neurology mini-CAE's will consist of the following: 1. A question related to a topic covered in tutorial from that week. 2. A question related to a topic covered through the e-CPC of the week. 3. A question reviewed at the Team Based Learning Session of the week. The overall performance on all 4 mini-CAE's will be used as part of the data set used by tutors to arrive at the student’s evaluation.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Personal Progress Index (PPI): Personal Progress Index 1
The Personal Progress Index makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 2
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 3
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 4
The PPI makes no attempt to measure performance in the domains of skills or behaviours, but has proven to be a reliable index of knowledge. Performance does not form part of the tutorial evaluation and is not formally recorded on the transcript.
Personal Progress Index (PPI): Personal Progress Index 5
Personal Progress Index (PPI): Personal Progress Index 6
Personal Progress Index (PPI): Personal Progress Index 7
Personal Progress Index (PPI): Personal Progress Index 8
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.

3.4 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes

Clerkship Objectives
Consistently fulfill the clerkship expectations of professional behaviour.
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Identify strengths, deficiencies, and limits in one's knowledge and expertise.
Accurately assess own learning needs and set own objectives.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Demonstrate a basic ability to self-guide professional development, including identifying and addressing learning needs.
Engage in self-assessment through reflective practice.
Demonstrate how to set a learning plan through using evidence-based medicine to answer clinically relevant questions.
Identify and perform learning activities that address one's gaps in knowledge, skills, and/or attitudes.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate life long learning practices in providing care to patients.
General Objectives
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Acknowledge preferred learning strategies and needs of both self and others, and effectively collaborate to help meet these needs.
Identify and utilize effective strategies for retaining and retrieving new information, while minimizing time spent on strategies that are less effective.
Review concerns with application of bias and stereotyping statements in clinical practices.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Describe protective factors and coping strategies which enable older adults to thrive despite complexity and multi-morbidity.
Evaluate and identify any learning challenges or learning needs in Rapid Fire case scenarios following review of rationale for clinical actions and completion of modules.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Global Objectives
Identify and utilize effective strategies for retaining and retrieving new information, while minimizing time spent on strategies that are less effective
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
Grand Rounds (Clerkship): Internal Medicine CTU Teaching Rounds
These rounds take many forms and their frequency differs between the different CTUs and Regional campuses. Each site is responsible to communicate to the clerks assigned to that site which experiences are mandatory and which are optional and to provide a schedule. Core topics in internal medicine are covered in these teaching sessions.
Large Group Session: Approach to Library Resources
Accessing the library. Health Sciences Library. Library services. Resources for MF 1 and beyond.
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Learning Strategies
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Pearls of MF2 (Archived)
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Nabil Assad MF1 Respirology
Salim takes Nabil, his 7-year-old son, to see Dr. Lockwood, his family doctor, because both of them have a sore throat. Nabil’s younger brother had a sore throat and runny nose a week ago, but he improved quickly. Salim is concerned about Nabil because he seems to be taking longer to improve. Dr. Lockwood asks more details and learns that both Nabil and Salim are mostly having swallowing difficulties but feel otherwise quite well. Salim has a mild cough, but Nabil does not. There have been no rigors, just slight chills last night.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
e-Learning Module Completion: Emergency Medicine: Aids to Clinical Decision Making
By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.
e-Learning Module Completion: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Objectives Structured Clinical Examination: OSCE #1
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #2
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
Objectives Structured Clinical Examination: OSCE #3
The OSCE Objective Structured Clinical Examination is a mandatory evaluation exercise in which students individually rotate through a number of stations and are observed performing history or physical examinations or performing some other medically relevant task. It is mainly used for the evaluation of clinical skills that include professional deportment and patient interaction.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.

3.5 Understand principles of continuous quality improvement and how to incorporate them into practice improvement

Clerkship Objectives
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Demonstrate a basic ability to self-guide professional development, including identifying and addressing learning needs.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate life long learning practices in providing care to patients.
e-Learning Module: Integration Foundation Rapid Fire Cases: Medical decision making in the acute care setting
12-15 cases of rapid action required or immediate clinical decision making. Content of these modules: Internal Medicine, Surgery, Obstetrics, Paediatrics, Geriatrics and Radiology.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Approach to Library Resources
Accessing the library. Health Sciences Library. Library services. Resources for MF 1 and beyond.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.

3.6 Locate, appraise, and incorporate evidence from research related to patients’ health problems and the provision of healthcare

Clerkship Objectives
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate the application of newly acquired knowledge into patient care.
Demonstrate thorough, clear, and concise documentation and charting.
Apply the principals of critical appraisal of the literature to guide evidenced based patient care.
Locate, appraise, and assimilate evidence from scientific studies related to patients' health problems.
Demonstrate life long learning practices in providing care to patients.
Identify information resources for selecting diagnostic investigations for patients with common and uncommon medical problems.
Consider the concepts of resource stewardship and high value care in making treatment decisions.
Identify resources to help determine appropriate treatment options for common and uncommon medical problems.
Essential Clinical Experience
Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
General Objectives
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Search for and organize essential and accurate research evidence.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Explain the risks, benefits and limitation of genetic testing for hereditary cancer.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Demonstrate active planning for the pursuit of knowledge and lifelong learning to maintain competency.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Global Objectives
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to explain and apply the mechanisms which regulate blood pressure homeostasis as well as the pathophysiology and approach to essential hypertension.
Upon completion of this problem, the student should be able to discuss the assessment and management of the complications of chronic kidney disease and to illustrate the constraints faced by these patients recognizing the need to modify medication regimens in the face of declining renal function. Students should be able to assess the risk to relatives of a person with an autosomal dominant condition.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Occupational Medicine
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
Essential Clinical Experience: Access evidence-based information/resources relevant to a clinical problem and discuss with supervisor or team.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Self-Directed Study: Critical Appraisal Topic
Critical appraisal of the medical literature is an important skill for all health care providers in the management of patients. Given the overwhelming amount of published information available, it is important to apply a systematic approach to help identify high quality evidence that is free of bias and relevant to the patient. Critical appraisal is the process of careful in-depth consideration of study design, its appropriateness, strength, quality and relevance to the clinical question. Potential sources of bias, the appropriateness of the stated results, and analysis of the data need to be thoughtfully examined.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Clinical Clerk Internal Medicine Tutorials
Tutorials are held at least once a week, for two to three hours per session. They are attended by all clerks, the tutor, and, on many occasions, a co-tutor (CMR). The tutorials allow the clerks to distance themselves from the minute-to-minute management of patients on the medical wards and gain a better perspective on the strategies of patient problems and management. The objectives for the medicine rotation should be used as a guide by the tutorial group in setting weekly objectives. The tutor and the students should set the objectives together. Priority problems not covered on the ward, or of sufficient importance to be re-emphasized, should be reviewed during the tutorials. During tutorials, more time can be spent on particular learning issues than is appropriate during a ward round. Therapeutic issues (i.e., pharmacological and non- pharmacological management) are often emphasized in tutorials. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of bioethics.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Ivan Horvath MF2 Renal
Ivan Horvath is a 70-year-old male with poorly controlled hypertension for approximately 20 years, dyslipidemia, and peripheral vascular disease. He has a 60 pack-year history of smoking. He has difficulty walking more than one block due to the development of pain in his legs. He has recently moved and you see him with his new family physician. He currently takes amlodipine (calcium channel blocker) and chlorthalidone (thiazide diuretic) for his hypertension.
Tutorial: Martin Barratt MF2 Renal
Martin Barratt is a 40-year-old male with Autosomal Dominant Polycystic Kidney Disease (ADPKD). He was diagnosed at the age of 15 years when he was found to have bilateral cysts on renal MRI. The diagnosis was confirmed genetically (see attached result) and there is a strong family history of this condition. His mother is on dialysis and maternal grandfather had a kidney transplant and died from a ‘brain bleed’. Martin’s creatinine was elevated for a number of years and was measured at around 350 µmol/L (eGFR 18 ml/min/1.73m2) 3 years ago. Unfortunately, he was lost for nephrology follow up and was recently re-referred by his FD. He is seen by the nephrologist today and complains of fatigue and pruritus. Current medications include allopurinol 75 mg/daily. ROS was significant for erectile dysfunction and recent forearm fracture after a minor fall. He is also worried that his 15-year-old daughter could have the same condition and asks whether she needs to be tested. Physical examination shows a pale, malnourished male with BP of 169/92 mm Hg.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Clerkship Multiple Choice Question Exam: Orthopedic Surgery
A minimum score of 50% is required to satisfactorily complete the rotation. The exam consists of multiple choice and short answer questions.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.

3.7 Use information technology and information systems to optimize patient care

Clerkship Objectives
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
Demonstrate an ability to access various educational resources available to enhance patient care.
Describe the commonly used local anesthetics.
Demonstrate the ability to operate electronic patient information systems.
Employ information technology to maximise patient care.
Demonstrate the ability to write physician orders under supervision.
Demonstrate thorough, clear, and concise documentation and charting.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Use information technology to optimize learning.
Demonstrate life long learning practices in providing care to patients.
Identify information resources for selecting diagnostic investigations for patients with common and uncommon medical problems.
Identify resources to help determine appropriate treatment options for common and uncommon medical problems.
General Objectives
Increase awareness of the impact of the electronic medical record system on the patient-physician relationship.
Demonstrate how to communicate orally, in written form, and via information databases when collaborating as a member of a multidisciplinary healthcare team on the health of a patient.
Demonstrate how to communicate about medicine and science in a variety of contexts and appropriately for the given audience, setting, and information being presented.
Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Approach to Library Resources
Accessing the library. Health Sciences Library. Library services. Resources for MF 1 and beyond.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

3.8 Obtain and use information about individual patients and their caregivers, populations of patients, or communities with which patients identify to improve care

Activity Objectives
Analyze food access as a determinant of health using geo-spatial and epidemiological methods to see if disparities exist across our distributed sites.
Understand the interactions between income, access, nutritional status and knowledge by exploring case-based patient scenarios.
Clerkship Objectives
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
Demonstrate an approach to health promotion and disease prevention during patient encounters that reflect best evidence and patient preferences and values.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Learn how to obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care.
Ability to record, present, research, critique and manage clinical information
Demonstrate life long learning practices in providing care to patients.
General Objectives
Demonstrate skills for critical intersectional analysis.
Justify how knowledge from the social sciences and humanities contributes to medical practice.
Know how to access and collect health information to describe the health status of a population.
Summarize different “ways of knowing” about the body and how these ways affect the clinical encounter.
Describe the types of data and common components (both quantitative and qualitative) used in creating a community needs assessment.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Describe the determinants of health and how the differential distribution of these determinants influences health status (health gradient) both within and between populations.
Illustrate how diverse factors (sociocultural, psychological, economic, occupational, environmental, legal, political, spiritual, and technological) interact to influence the health of an individual and the population.
Plan and advocate for an appropriate course of action at both the individual- and population-level that responds to the diverse factors influencing their health.
Develop the attitude and skills for responding to patients with cultural humility.
Discuss the historical and contemporary events and the systemic factors influencing current practices and issues regarding Indigenous Health and anti-Indigenous racism, all of which impact current and future practitioners, individuals, and communities.
Identify opportunities to educate and reflect on events of Indigenous self-determination, cultural preservation and growth to foster allyship in Indigenous Healthcare and community settings.
Demonstrate an awareness of key health challenges faced by immigrants and refugees.
Understand how public policy can influence community-wide patterns of behaviour and affect the health of a population.
Recommend responses to key social and cultural factors that lead to poor health outcomes for individuals, families, and communities.
Identify the diverse factors (ie. sociocultural, psychological, institutional, economic, occupational, environmental, technological, legal, political and spiritual) that contribute to the systemic marginalization of vulnerable populations and impact health and health care delivery.
Plan socially-just courses of action in order to respond to the diverse factors that intersect and overlap to influence the health of the individuals, families and communities.
Global Objectives
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to explain and apply the mechanisms which regulate blood pressure homeostasis as well as the pathophysiology and approach to essential hypertension.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Occupational Medicine
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Ivan Horvath MF2 Renal
Ivan Horvath is a 70-year-old male with poorly controlled hypertension for approximately 20 years, dyslipidemia, and peripheral vascular disease. He has a 60 pack-year history of smoking. He has difficulty walking more than one block due to the development of pain in his legs. He has recently moved and you see him with his new family physician. He currently takes amlodipine (calcium channel blocker) and chlorthalidone (thiazide diuretic) for his hypertension.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

3.9 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes

Clerkship Objectives
The student will build on their basic science, physiology, and clinical examination skills as it pertains to the structure and function the bones, joints, muscle, and connective tissues.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Demonstrate an ability to access various educational resources available to enhance patient care.
Describe modalities used to control pain in the perioperative period: opioids, NSAIDs (including Acetaminophen), steroids, regional techniques and local anesthesia. Explain how analgesics are used in a mulitmodal fashion.
The student will learn the relevant surgical anatomy for a variety of musculoskeletal conditions.
Explain how epidurals and patient controlled analgesia is used in perioperative analgesia.
Describe modalities of analgesia used in labour and delivery
List indications for endotracheal intubation, use of LMA, and indications for mechanical ventilation
Explain the fluid management issues of the pediatric patient.
Formulate an immediate and long-term management plan for the injury (fracture) including brace or cast; Indications for surgery and the general surgical principles; Rehabilitation prescription (physiotherapy, massage therapy, etc.).
Demonstrate the application of newly acquired knowledge into patient care.
Demonstrate an understanding of the concepts of evidence-based medicine and best practice guidelines and how they relate to patient care in the ED.
Explain how euvolemia can be disturbed/altered in the perioperative period and how these alterations are managed.
Describe criteria for extubation
Describe the anesthetic management of the patient undergoing Cesarean section
Describe appropriate uses for the following crystalloid solutions: normal saline, Ringer's lactate, D5W, D5W/NS. Describe appropriate uses of the colloid solutions albumin and Pentaspan. Explain the complications of using these fluids.
Demonstrate integration of new learning into practice.
Assess a patient's fluid/volume status (using history, physical exam, available monitors and laboratory investigations)
Demonstrate an approach to health promotion and disease prevention during patient encounters that reflect best evidence and patient preferences and values.
Describe the rational use of blood product therapy. Explain the complications of massive transfusions.
Describe how we measure patient ventilation and oxygenation and how to determine if they are adequate.
Explain the concept of balanced anesthesia and its role in modern general anesthetics
Define shock and explain how shock can be classified (types and degree). Describe potential treatments for the patient in shock, including the rational use of vasoactive and inotropic medications.
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
Demonstrate life long learning practices in providing care to patients.
Describe the anatomy relevant to epidural or spinal anesthetic techniques. Explain the role of regional anesthesia in modern anesthetic practice.
Discuss evidence-based approaches to patient care and the challenges of applying guidelines to individual patients.
Learn how to continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcome.
Explain the presentation and management of malignant hyperthermia as an example of the hypermetabolic state
Explain the presentation and management of pseudocholinesterase (plasma cholinesterase) deficiency as an example of a pharmacogenetic disease.
Identify resources to help determine appropriate treatment options for common and uncommon medical problems.
General Objectives
Search for and organize essential and accurate research evidence.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Describe the principles of cancer screening?
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Demonstrate active planning for the pursuit of knowledge and lifelong learning to maintain competency.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Global Objectives
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students should be able to describe the role of Von Willebrand Factor in hemostasis and its function in relation to the coagulation cascade. The student should be able to describe causes of variable expression of Von Willebrand disease.
Upon completion of this problem, the student should be able to discuss the assessment and management of the complications of chronic kidney disease and to illustrate the constraints faced by these patients recognizing the need to modify medication regimens in the face of declining renal function. Students should be able to assess the risk to relatives of a person with an autosomal dominant condition.
Active Large Group Session: Occupational Medicine
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Martin Barratt MF2 Renal
Martin Barratt is a 40-year-old male with Autosomal Dominant Polycystic Kidney Disease (ADPKD). He was diagnosed at the age of 15 years when he was found to have bilateral cysts on renal MRI. The diagnosis was confirmed genetically (see attached result) and there is a strong family history of this condition. His mother is on dialysis and maternal grandfather had a kidney transplant and died from a ‘brain bleed’. Martin’s creatinine was elevated for a number of years and was measured at around 350 µmol/L (eGFR 18 ml/min/1.73m2) 3 years ago. Unfortunately, he was lost for nephrology follow up and was recently re-referred by his FD. He is seen by the nephrologist today and complains of fatigue and pruritus. Current medications include allopurinol 75 mg/daily. ROS was significant for erectile dysfunction and recent forearm fracture after a minor fall. He is also worried that his 15-year-old daughter could have the same condition and asks whether she needs to be tested. Physical examination shows a pale, malnourished male with BP of 169/92 mm Hg.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Sana Gupta MF2 Hematology
Sana is an 18-year-old female who presents to the emergency room with prolonged bleeding following extraction of a wisdom tooth. The extraction was performed earlier that day and she was sent home with packing to be removed 1 hour later. She bled through the packing by the time she got home and has continued to bleed for the past 2 hours. This is her first tooth extraction and she has no previous history of surgical procedures. On questioning, she describes her periods as “heavy”, but her mother and grandmother reported a similar experience so she assumed that was normal. Physical examination reveals constant oozing from the site of extraction, severe edema of her cheek and a large ecchymosis along her jaw line.
Tutorial: Teresa J Part 2 MF1 Cardiovascular
You are called to see a patient in the ER who has presented with shortness of breath. You immediately recognize Teresa J, the 65-year-old female who was previously admitted for several weeks with acute lung injury earlier in the year. A quick review of her chart reminds you that she also has a history of poorly controlled diabetes and premature CAD with a prior MI at age 62. She looks distressed and is only able to talk in short phrases. She describes chest pain on the left side that gets worse when she coughs or moves. She has been getting weaker over the last 3 days. Her sputum is yellow, but she denies hemoptysis. She stopped taking all of her medications a week ago (furosemide, ASA, antihyperglycemics, metoprolol).
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Family Medicine Clinical Placement
During the four-week Family Medicine core, On Demand assessments will be filled out, in addition to the Mid Rotation and Final Rotation assessments.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

3.99 Other practice-based learning and improvement

Clerkship Objectives
Demonstrate life long learning practices in providing care to patients.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Family Medicine Clerkship Tutorials
Family Medicine clerkship tutorials, a key component of the rotation, are weekly sessions, which are 90 to 120 minutes in length and are held throughout the 4 week rotation.
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.
Clerkship Tutorial Evaluation: Family Medicine Tutor Final Evaluation
Final Rotation Assessment: Family Medicine Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review

4. Interpersonal and Communication Skills: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and sociocultural backgrounds

Activity Objectives
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Discuss the prevalence and the impact of abnormal uterine bleeding on women.
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
Communicate effectively with patients and families as appropriate, across a broad range of socioeconomic and cultural backgrounds.
Collect accurate information regarding function in basic and instrumental activities of daily living.
Demonstrate timely and effective communication with patients, caregivers, and community care teams including primary care physicians.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Demonstrate communication skills that convey respect, integrity, flexibility, sensitivity, empathy, and compassion.
The student is able to demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child’s age, development, and the family’s cultural, socioeconomic and educational background.
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
To perform a complete obstetrical physical examination.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
To perform a comprehensive obstetrical and gynaecological history.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
To perform a complete gynecologic examination.
Practice effective communication including the use of empathy, non-verbal communication and respectful counseling with patients and their families.
Perform a mental status examination of a patient with psychiatric illness.
Communicate using open-ended inquiry, listening attentively and verifying for mutual understanding.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Engagement and communication with a patient
Interact with patient in order to gain his & her confidence and cooperation, to assure comfort and modesty, and to develop an understanding of age, race, culture & SES on the patient's health.
Conduct a suicide risk assessment and management.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Demonstrate a patient-centred and family-centred approach to communication which requires involving the family and patient in shared decision making, and involves gathering information about the patients’ and families’ beliefs, concerns, expectations and illness experience.
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Participate (with guidance and supervision) in breaking bad news to patients.
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Describe the anesthetic management of the patient undergoing Cesarean section
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
Assess and manage violence/agitation/homicidality
Provide clear discharge instructions for patients, including return to care instructions and ensure appropriate follow-up care.
To perform a physical examination on a labouring patient.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Demonstrate an appreciation of patient values when communicating with patients in order to understand their goals of care.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
To recognize the personal nature of the interactions with both obstetrical and gynaecologic patients.
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
Assess (including relevant physical exam) and manage substance use.
To perform a physical examination on a gynaecological patient presenting for emergency care.
Assess and manage other psychiatric emergencies/crises and acute presentations: toxidromes and withdrawal; overdoses: (e.g. TCA, acetaminophen); severe drug reactions: NMS, sertonin syndrome, dystonia; medical conditions with possible psychiatric presentation (e.g. catatonia, delirium)
Assess self-care.
To develop the skills to perform an appropriate sexual health history procedures.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Assess capacity.
To identify and demonstrate the management of abnormal labour.
Assess a sexual and trauma history.
Assess sleep history and provide counselling.
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
Assessment of cognitive deficits (and use of screening instruments e.g. MMSE, MOCA, etc.).
To select appropriate intrapartum analgesia and anaesthesia.
Adjust therapeutic plans appropriately when required (i.e., when new diagnostic information is available; when there is a change in patient preference or goals of care).
Assess and manage acute psychosis.
To perform a history of gynaecologic problems presenting to the emergency room.
Essential Clinical Experience
Communicate with a patient or family when there is a language or cultural barrier (not necessarily using an interpreter).
Communicate information about diagnosis, prognosis or therapy using lay language.
General Objectives
Illustrate how being a good communicator is a core clinical skill for physicians, and how effective physician-patient communication can foster patient satisfaction, physician satisfaction, adherence and improved clinical outcomes (CanMEDS 2015).
Explain a concept effectively in a group setting.
Demonstrate how to perform the basic communication and interpersonal skills that are required to accomplish each of the specific and discrete tasks defined in the Kalamazoo Consensus Statements. (1999, 2002).
Conduct an appropriate respiratory history, including medication and occupation history.
Demonstrate the specific skills for interacting with and responding to patients who present moderate communication challenges (anger; anxiety; values different from the students’ own).
Socio-economic situation.
Demonstrate how to develop with patients, families, and other professionals a common understanding on issues and a shared plan of care, as defined by the Kalamazoo Consensus Statements. (CanMEDS 2015).
Pain or other forms of somatic distress.
Demonstrate how to communicate about medicine and science in a variety of contexts and appropriately for the given audience, setting, and information being presented.
Maladaptive behaviours.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Global Objectives
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should be able to describe the fundamentals of normal cardiac anatomy and physiology along with the key elements of the electrical conduction system. Students will be able to describe the cardiac cycle and electro-mechanical interactions in the normal heart.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Active Large Group Session: Abnormal Uterine Bleeding (AUB)
Prevalence of Abnormal Uterine Bleeding. Impact of Abnormal Uterine Bleeding (AUB) on Women. Clinical, Economic, and Lifestyle. Pathogenesis of AUB. A brief look at causality. Investigation and treatment of women with AUB. What to do, when to do it.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Personality Disorders
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Practice Sessions: Abdominal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Cardiac Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Endocrine, Rectal Inguinal Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Male Genital Exam (using models)
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Neuro Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Renal Examination and Volume Assessment
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Respiratory Exam
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Practice Sessions: Vital Signs and General Appearance
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Abdominal Exam Practice Case - Abdominal pain
Examples: Acute cholycystitis; Acute appendicitis; Traumatic acute abdomen. Observation of student taking a history from a patient with abdominal pain. Demonstration by preceptor of examination of a patient with abdominal pain. Observation of students examining a patient with abdominal pain. Discussion regarding abdominal pain.
Clinical Skills Sessions: Abdominal Exam Practice Case - Jaundice/liver disease.
Practice the Abdominal history and physical examination. Sam has been feeling unwell for about 4 months. They are complaining of a yellowing of their skin and swelling of their feet which has been getting progressively worse over the last 4 months. Pro Comp connection – Patients with Skin of Colour.
Clinical Skills Sessions: Abdominal Exam Practice Case - Weight loss or diarrhea.
Practice the Abdominal history and physical examination. This case should be used to practice & to consolidate Abdominal history & physical exam as it pertains to Weight Loss/Diarrhea
Clinical Skills Sessions: Abdominal theme, review of targeted abdominal exam
Standardized case 55 year old female with epigastric pain.
Clinical Skills Sessions: Adolescent History Practice Case - Behaviour Concerns
Discuss and practice the components of the Adolescent history. Pro-Comp Connection – Child Maltreatment
Clinical Skills Sessions: Adrenal Exam Practice Case - Adrenocortical disorders
Examples: Cushing’s syndrome, Addison’s disease. Observations of a student(s) taking a history from a patient with adrenocortical disorder. Demonstration by preceptor of examination of a patient with adrenal disorder. Example: blood pressure, skin assessment, pigmentation, weight loss/gain, face and neck assessment. Observation of a student(s) examining a patient with adrenal disorder.
Clinical Skills Sessions: Approach to Syncope
Observations of a student(s) interviewing a patient with history of syncope. Demonstration by preceptor of examination of a patient with syncope. Observation of a student(s) examining a patient with  syncope. Discussion regarding syncope. Example: cardiovascular, metabolic and lung causes, blood pressure, EKG, etc.
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Cardiac Exam: Practice Case - Chest Pain
To practice the Cardiac history and physical exam. Pro Comp connection care for Adults with Intellectual and Developmental Disabilities (IDD).
Clinical Skills Sessions: Cardiac theme, review of targeted cardiac exam
Standardized case of 65 year old male with chest pain.
Clinical Skills Sessions: Diabetes Exam: Practice Case – A Patient with Diabetes
To learn the Diabetic history & physical examination. Pro Comp connection – Indigenous Health and Diabetes Mellitus – Strengths-Based Approaches: Diabetes Canada, in its 2018 guidelines highlight social determinants of health play an important role in risk of diabetes and complications. It is important to understand more holistically the structural determinants of health, particularly colonialism, and its cascading effects on the social determinants of health including access to nutrition, employment, education and experiences in healthcare, and how these structural and social determinants impact the risk of diabetes in Indigenous population.
Clinical Skills Sessions: Edema
Practice the history and physical exam as it pertains to edema.
Clinical Skills Sessions: Gynecological / Sexual History
Discuss and practice the components of the Gynecological and Sexual histories. Pro-Comp Connection – LGBT2SQ+ Patients. LGBTQ2S+ patients in Canada experience worse health outcomes than their heterosexual, cisgender peers.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Hearing Loss
Discuss and to practice the Head and Neck history and physical exam, with a focus on the ear and nose exam. Note: The ENT exam includes the Ear, Nose and Throat. We will not focus on the Thyroid exam as it is covered in MF3, nor the Lymph Node exam as it is explored in MF2.
Clinical Skills Sessions: Head and Neck Exam: Practice Case - Sore Throat
Objective: To discuss and to practice the Head and Neck history and physical exam, with a focus on the oropharyngeal exam. Pro-Comp Connection: Poverty - the disproportionate burden of Rheumatic Heart Disease on marginalized populations.
Clinical Skills Sessions: Hematological Exam Practice Case - Fatigue
Standardized case 30 year old female with fatigue.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction and Overview of Abdominal Exam
Learn how to perform the abdominal history and physical examination.
Clinical Skills Sessions: Introduction and Overview of the Lymph Node Examination
To discuss and to practice the components of the Lymph Node history and physical examination.
Clinical Skills Sessions: Introduction and Overview of Volume Status Exam
To discuss and to practice the components of the Volume status history and physical examination.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Clinical Skills Sessions: Introduction to the Cardiac Examination
To discuss and to practice the components of the Cardiac history and physical examination.
Clinical Skills Sessions: Introduction to the Patient-Centred Physical Exam and Vital Signs
Introduce what a physical examination is, and the basics on how to perform one in a patient-centred way as a group discussion. Discuss proper technique, the importance of consent, privacy, draping and use of appropriate medical equipment (i.e., stethoscope, blood pressure cuff, etc.) Introduce Vital Signs, including normal and abnormal values. Discuss factors that affect vital signs. Pro comp connection: Patients of Varying Body Habitus. Patients presenting to medical professionals for clinical care represent a variety of body habituses. Body mass index (BMI) is used as a clinical indicator of body habitus, calculated based on a person’s height and weight. Patients are classified according to their BMI as underweight (BMI <18.5), normal weight (BMI 18.5-24.9), overweight (25.0-29.9) and obese (>30.0). Note that although BMI is used clinically, it was originally a population health measure and was derived from a homogenous group (Belgian population). Therefore, its utility for individual patient care may be limited. Epidemiological studies have shown a correlation where the risk of hypertension, type 2 diabetes, sleep apnea, cancer and a variety of other conditions increases as BMI increases; therefore, the classification system is meant to capture increasing health risks. It is important to note that a causal relationship between BMI and these health conditions has not been shown.
Clinical Skills Sessions: Neurology Exam: Practice Case – Altered Level of Consciousness
Discuss and practice the components of the history and physical exam for a patient presenting with a loss of consciousness or an altered level of consciousness. Discuss and practice the components of the screening neurological examination.
Clinical Skills Sessions: Neurology Exam: Practice Cases – Vertigo, Headache
Discuss and practice the components of the history and physical exam for a patient presenting with vertigo. Discuss and practice the components of the history and physical exam for a patient presenting with headache.
Clinical Skills Sessions: Newborn History Practice Case - Failure to thrive
To discuss and to practice the components of the Newborn history. Pro-Comp Connection – food and housing insecurity.
Clinical Skills Sessions: Obstetrical History: Practice Case – Intrapartum Care, Labour and Delivery Triage
To discuss and to practice the components of the Obstetrical history as it pertains to Intrapartum Care. To apply key terminology appropriately in intrapartum care, including: Diagnosis and stages of labour, including differentiating term from preterm labour. Diagnosis of rupture of membranes (ROM), including differentiating spontaneous rupture of membranes (SROM), prelabour rupture of membranes (PROM) and preterm prelabour rupture of membranes (PPROM). Practice taking a focused history in an intrapartum care setting, with a focus on four essential triage visit questions (Contractions/labour; Fluid/rupture of membranes; Bleeding; and Fetal Movements). Demonstrate use of gender-inclusive perinatal language (e.g. parental leave, birthing parent, chest-feeding). Practice navigating key challenges in delivery of intrapartum care in rural and remote settings, including recognizing limitations of scope of practice to inform shared decision-making. Pro-Comp Connection – Indigenous Health and Prenatal / Intrapartum Care
Clinical Skills Sessions: Peripheral Vascular Exam – Practice Case: Peripheral Vascular Disease
To discuss and to practice the components of the Peripheral Vascular history and physical examination.
Clinical Skills Sessions: Renal Exam Practice Case - Hematuria
Practice the Renal history and physical examination as it pertains to Hematuria. Pro Comp connection Indigenous Health - The case of Brian Sinclair is an important example of a fatal consequence of systemic racism in the Canadian Healthcare System. He was a 45-year-old First Nations man who died of a treatable bladder infection in 2008, after being ignored for 34 hours in the emergency.
Clinical Skills Sessions: Renal Exam Practice Case - Renal Colic
Practice the history and physical exam as it pertains to nephrolithiasis. Standardized case of 44 year old male with flank pain.
Clinical Skills Sessions: Respiratory Exam: Practice Case - Dyspnea and Cough
Discuss and to practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2OPD2 format. Pro Comp Connection – Health Effects of Climate Change.
Clinical Skills Sessions: Respiratory Exam: Practice Case – Dyspnea & Wheeze
Discuss and practice the components of the respiratory history and physical examination. Practice an approach to the environmental exposure history using the CH2 OPD2 format. Pro-Comp Connection – Health Effects of Climate Change: : Climate change presents a fundamental threat to human health, with the potential to undermine and reverse decades of health progress. Increasingly frequent disruptions caused by climate change may overwhelm the efforts of the healthcare system to address social determinants of health, if those latter efforts ignore the changing environment. Climate change impacts health both directly and indirectly and is strongly mediated by structural determinants of health.
Clinical Skills Sessions: Respirology theme, review of targeted respiratory examination
Demonstration by preceptor taking a history from a patient with chest pain, cough and fever, hemopytsis, etc. and performing appropriate physical examination. Observation of a student (s) taking history from a patient with chest pain, cough and fever, hemoptysis, etc. and performing appropriate physical examination. Discussion: regarding chest pain, cough and fever, hemoptysis, etc., etiology, differential diagnosis, investigations, etc. (Examples: chest pain, cough and fever, wheezing, hemoptysis)
Clinical Skills Sessions: Review of diabetic exam
Observation of a student(s) taking history from a patient with diabetes (polyuria, polydipsia, fatigue, etc.) and performing appropriate physical examination. JAMA article review: Does this patient have diabetic neuropathy?
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
Clinical Skills Sessions: Thyroid Exam Practice Case - Thyroid disease
Goiter (hypothyroidism and hyperthyroidism). Observations of a student(s) examining a patient with hyper or hypothyroidism. Discussions of examination of the thyroid by the preceptor. Example: the gland itself, lid lag, tremor. Observation of a student(s) examining a patient with thyroid disorder.
Clinical Skills Sessions: Vomiting and Diarrhea
Practice the history and physical exam as it pertains to vomiting and diarrhea.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 1: Assessment of mood and anxiety
Principles of mood assessment. Mood episodes and disorders: Depressive, manic, mixed, hypomanic. Screening for depression. Psychiatric history. Anxiety.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Communicate information about diagnosis, prognosis or therapy using lay language.
Essential Clinical Experience: Communicate with a patient or family when there is a language or cultural barrier (not necessarily using an interpreter).
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Addictions
This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Small Group Session: Professional Competencies in Surgery
Groups of 6-10 students with a surgeon facilitator will describe their Procomp moment to the group.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amanda VP MF1 Cardiovascular
Amanda VP. is a 44-year-old Russian immigrant whom you first meet at family health team where you are completing your core training as a family medicine resident. Amanda presents to the clinic because she’s had a two-week history of fevers, chills, malaise and shortness of breath on exertion. She became particularly concerned earlier today when she experienced a brief episode of left arm weakness that lasted for approximately 5 minutes and then completely resolved. Amanda, one of four children, grew up in the former Soviet Union, in a poor household with her extended family (cousins, aunt and uncle, and grandparents). Amanda VP.’s short stature makes you wonder if she was malnourished as a child and if so, what other effects this may have had on her health. Her past medical history seems unremarkable. She has been hospitalized once when she delivered healthy twin girls twenty years ago. She does recall having been told by her obstetrician that she had a heart murmur. She is married and works as a dental assistant in her husband's office. She smokes one pack of cigarettes daily and has done so for 30 years. She does not drink alcohol. On examination, she looks unwell. She is febrile with a temperature of 38.8 degrees Celsius. Her heart rate is 110 bpm with a BP of 100/65 mmHg. Head and neck examination reveals bilateral conjunctival petechiae. Her JVP is 4 cm above the sternal angle. Her chest is clear. Heart sounds reveal a grade 3/6 pan-systolic murmur best heard at the apex and an S3 with gallop. Her point of maximal impulse is enlarged and palpated in the anterior axillary line. She has mild bilateral pedal edema. Neurological examination, including fundoscopy, is completely normal as is the dermatologic exam. You decide to admit her to hospital, order blood work, a chest X-ray, and an echocardiogram.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shane Williams MF4 Host Defence (Archived)
Shane is 20 years old, and is excited to have just joined the army. Growing up in northern Ontario, it was always one of Shane's dreams to see the world and serve his country. Shane joined just 6 months ago and is in training in preparation for an overseas mission. He is very healthy, aside from a prior splenectomy performed for a traumatic splenic rupture. However, on Saturday he is feeling slightly unwell, with some chills, headache and general fatigue. Despite it being his day off, he decides not to go into town with his friends. Later that day, his friends return, and Shane looks terrible: he is pale, obtunded, and has a rash on his feet. They call the base nurse, who urgently calls the doctor on-call, and a decision is made to transport him into town to the Emergency Room via ambulance. In the ER, Shane is seen by the triage nurse, who puts him in isolation precautions in a closely monitored setting. He is immediately attended by the ER physician, who notes complete unresponsiveness, a rigid neck, blood pressure of 70/pulse (i.e. no diastolic blood pressure was obtainable), HR 140/min, RR 28, and T 39.1 degrees celsius. A petechial rash is noted on his extremities, and his skin is mottled.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Tutorial: Usha L. MF1 Cardiovascular
Usha L. is a 16 year-old male who attended a routine follow up visit at his family doctor’s office. He would like to start playing competitive soccer and the coach asked for a doctor’s clearance. The patient’s family was pleased with the proactive approach the coach demonstrated, as they were also worried about the small but real risk of sudden collapse sometimes resulting in death in young elite athletes without previous diagnosis of heart disease. The coach was particularly concerned about ruling out any type of heart disease. Usha is active, athletic and asymptomatic. His past medical history is unremarkable. There is no family history of cardiac disease. He doesn’t smoke or use street drugs.
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

4.2 Participate in the education of patients, families, students, trainees, peers and other health professionals

Activity Objectives
Review an approach to classification of primary vasculitis.
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Review laboratory marker for a variety of Vasculitides.
Review several pathophysiologic mechanisms in vasculitis.
Review some imaging techniques for a variety of primary vasculitides.
Clerkship Objectives
Practice effective communication including the use of empathy, non-verbal communication and respectful counseling with patients and their families.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
To describe and perform normal prenatal care for an uncomplicated pregnancy.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
Provide clear discharge instructions for patients, including return to care instructions and ensure appropriate follow-up care.
Demonstrate effective teaching/learning strategies and content that facilitate the learning of others (peers, patients, families, allied health professionals).
Participate in the education of patients, families, students, trainees, peers and other health professionals.
Participate in a care plan discussion with a patient understanding the role of shared-decision making.
Undertake discharge planning including arranging and communicating follow-up plans.
To identify and demonstrate the management of abnormal labour.
Assess sleep history and provide counselling.
Demonstrate psychoeducation skills with respect to diagnoses, medications, prognosis, family education.
General Objectives
Demonstrate the ability to participate in a group discussion, both by contributing to the discussion and by actively listening to the contributions of colleagues.
Search for and organize essential and accurate research evidence.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Demonstrate how to engage in shared decision-making with a patient, group, community, or population.
Describe common metabolic bone diseases such as osteoporosis and its important societal implications.
Global Objectives
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should have an understanding of fat, carbohydrate and protein requirements as well as the processes of digestion, absorption and metabolism of these macronutrients. The relationship between diet and growth and development in early childhood should be summarized.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students should be able to describe the approach to a patient presenting with acute abdominal pain, describe the basic anatomy and physiology of the pancreas and examine the pathophysiology of acute and chronic pancreatitis.
Upon completion of this problem, students will have developed an approach to the investigation of male infertility, will understand meiosis and will appreciate the difference between meiosis and mitosis.
Upon completion of this problem, students will be able to explain shoulder biomechanics and the etiology of chronic tendon disorders. They should explore how to individualize a treatment plan.
Upon completion of this case, students will be able to describe the normal structure and function of the liver, as well as changes to structure and function present in pathological states.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, the student should be able to describe how tobacco and radiation exposure can result in carcinogenesis. Students should be able to describe the value of identifying occupational exposures to carcinogens at the individual, workplace, and community levels.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Substance Use Disorders
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
Large Group Session: Ask Me Anything: Concepts, Tools and Key Issues for Nutrition and Health
The major topics will be: Nutrition for growth and development; Nutrition for prevention of diabetes and cardiovascular disease; Nutrition for prevention of cancer
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Nutrition & Disease Prevention and Treatment (Archived)
Understand that principles for chronic disease prevention through lifestyle are remarkably similar for diabetes, excess body weight, cardiovascular disease and cancer.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Round Table Discussion: Acute Abdomen
Round Table Discussion: Biliary Tract Diseases
Round Table Discussion: Breast Diseases
Round Table Discussion: Colorectal
Review of anatomy. Review of physiology. Diverticular disease. Large Bowel Obstruction (Cancer, Volvulus). Colitis (Infectious and Ischemic).
Round Table Discussion: ENT (Ears, Nose, Throat)
Round Table Discussion: GI Bleed
Round Table Discussion: Hernia / Bowel Obstruction
Definitions. Approach to bowel obstructions (Plain films / Investigations). Small bowel obstructions. Large bowel obstructions. Management of bowel obstructions. Hernias.
Round Table Discussion: Pediatric Surgery
Round Table Discussion: Trauma
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Amanda VP MF1 Cardiovascular
Amanda VP. is a 44-year-old Russian immigrant whom you first meet at family health team where you are completing your core training as a family medicine resident. Amanda presents to the clinic because she’s had a two-week history of fevers, chills, malaise and shortness of breath on exertion. She became particularly concerned earlier today when she experienced a brief episode of left arm weakness that lasted for approximately 5 minutes and then completely resolved. Amanda, one of four children, grew up in the former Soviet Union, in a poor household with her extended family (cousins, aunt and uncle, and grandparents). Amanda VP.’s short stature makes you wonder if she was malnourished as a child and if so, what other effects this may have had on her health. Her past medical history seems unremarkable. She has been hospitalized once when she delivered healthy twin girls twenty years ago. She does recall having been told by her obstetrician that she had a heart murmur. She is married and works as a dental assistant in her husband's office. She smokes one pack of cigarettes daily and has done so for 30 years. She does not drink alcohol. On examination, she looks unwell. She is febrile with a temperature of 38.8 degrees Celsius. Her heart rate is 110 bpm with a BP of 100/65 mmHg. Head and neck examination reveals bilateral conjunctival petechiae. Her JVP is 4 cm above the sternal angle. Her chest is clear. Heart sounds reveal a grade 3/6 pan-systolic murmur best heard at the apex and an S3 with gallop. Her point of maximal impulse is enlarged and palpated in the anterior axillary line. She has mild bilateral pedal edema. Neurological examination, including fundoscopy, is completely normal as is the dermatologic exam. You decide to admit her to hospital, order blood work, a chest X-ray, and an echocardiogram.
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Edwin McKenzie MF1 Respirology
Edwin is a 4-year-old boy enjoying a day at the Caledonia Fall Fair. He is walking around, enjoying the sights while eating a hot dog, when he suddenly begins to choke. Bystanders look on, horrified. An alert medical student, who happens to be taking a break from studying, is on the scene. She rushes over, comes up behind Edwin and administers an abdominal thrust. The piece of hot dog is expelled from Edwin, and he takes a big breath.He is fine, the medical student is relieved and congratulations are offered all around at this happy ending. In speaking with Edwin’s parents after the incident, the medical student notices a colorful circular pin on his mother’s jacket. The medical student inquires about the pin, and Edwin’s mother states the pin represents the Medicine Wheel, an important concept for their family’s health.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Grace Tran IF Host Defence and Neoplasia
Grace is a 50-year-old woman working full-time and busy with her family. She has been feeling exhausted lately and feels like she may have had fevers on and off. She is having difficulty finding the energy to coach her daughter's early-morning hockey games. At the urging of her partner, she sees her family physician who notes that she is afebrile with mild dyspnea and a cough, having faint crackles on the right side of her chest. Suspecting pneumonia, her physician sends Grace for a chest x-ray and she is given an antibiotic prescription to treat community-acquired pneumonia. The x-ray report described a density in the right lower lung zone, and Grace starts her medication with follow up in 3 weeks. When she returns, she mentions that she finished the course of antibiotics but that they “did nothing” and that she feels a bit worse actually. Her exam is unchanged, but given that she has a 30 pack-year smoking history, her physician orders a repeat chest x-ray. This shows mild interval growth of the original opacity. This time, the radiologist states that the area is suspicious for possible malignancy. On further history, Grace was treated for Hodgkin's lymphoma at the age of 18, for which she received 3 cycles of ABVD chemotherapy followed by radiation to the mediastinal lymph nodes. She has been “cancer free” and completely well since, so much so that she stopped going to her AfterCare follow-up appointments. Grace grew up in a middle-class suburban neighbourhood and completed a geosciences degree at a local university. She has spent the last 20 years working for a mining company evaluating many different ore samples. She frequently deals with silica ores and metal-based ores, including iron, nickel, chromium, zinc and aluminum. She wears an N95 dust mask when handling the samples. Grace comes from a family of heavy smokers. Grace's father died 5 years ago from bladder cancer. Her paternal uncle, also a smoker and a heavy consumer of alcohol, had previously died of a throat cancer. Her older sister, yet another smoker, had cancer of the cervix treated successfully with radiotherapy. Due to the x-ray findings, Grace is sent for a CT scan of her chest. This confirms a 2.5 cm lesion in the central right lower lobe well away from the chest wall and the hilum.
Tutorial: Hannah Rosen Part 1 MF3 Gastroenterology and Nutrition
Hannah, a 1-year-old girl, is brought to the clinic for a routine immunization by her mother. Mr. and Mrs. Rosen have a healthy 5-year-old boy at home. The pregnancy with Hannah was uneventful and a fetal ultrasound done at 16 weeks gestation was normal. The baby was born by spontaneous vaginal delivery, breathed immediately, and was placed on the breast for mom to nurse. Hannah's birth weight was 3.4 Kg. After seeming to feed normally for 24 hours, Hannah vomited bile and the abdomen was noted to be distended. An x-ray was interpreted as showing a distal small bowel obstruction. Further contrast x-rays of the colon showed a microcolon and inspissated meconium in the proximal colon, making a diagnosis of meconium ileus. Genetic testing confirmed cystic fibrosis. After a lengthy hospitalization to correct the bowel obstruction, Hannah was discharged home receiving exclusive breast milk. At 4 months of age, Hannah was switched to a cow's milk formula. Her mother noticed that she cried a lot. Hannah's mom attributed the symptoms to a milk allergy and progressed through a variety of cow's milk and soy formulae. At present Hannah is taking 1 litre of Rice milk and a small variety of foods daily. She has one small formed stool per day. She weighs 8.5 kg and is 74 cm tall.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Li Chin and Baby Albini MF3 Reproduction
Li Chin is a 19-year-old woman from Hong Kong who has been in Canada for one year studying Computer Science at McMaster University. She is a known carrier of Hepatitis B, but is otherwise healthy and on no medication. You are a family physician working at Student Health Services at the university. Li came to see you today for a routine prenatal appointment at 28 weeks gestational age. You inquire as to Li's plans for feeding her baby after birth. She is uncertain and has not yet considered this. When you recommend that she breastfeed her baby, she asks why. She doesn’t know anyone who has breastfed. She is uncertain as to whether or not she would be able to do it.
Tutorial: Manuel Pereira MF3 Reproduction
Manuel Pereira and his wife have been trying to conceive a child for 16 months. After 12 months of trying, Michelle sought medical advice and so far, her investigations have been negative. You have suggested that since it takes two to make a baby, Manuel should undergo evaluation. Manuel reluctantly attends your clinic. He is quite certain that their inability to conceive can not be "his fault" because he fathered a child, by mistake, when he was 18
Tutorial: Mike Bayuk MF3 Gastroenterology and Nutrition
Mike Bayuk, a 55 year old businessman, presents to the ER in Hagersville with severe abdominal pain. He indicates that the pain is located in the epigastric area and radiates into his back. He finds the pain is relieved when he sits up with his trunk flexed and his knees bent. He rates the pain as "11 out of 10".
Tutorial: Mike Chiasson MF4 MSK
Mike is a 45 year old man who has worked as a labourer at one of the steel plants in Hamilton for years. The work requires frequent heavy lifting, particularly overhead. Mike smokes 1 pack of cigarettes per day. He has had a 1 year history of shoulder pain, which seems to be getting gradually worse. He has had to give up baseball and now is having trouble performing his job. He has not tried any treatment for his shoulder, other than Tylenol plain and icing it. On physical exam there is no muscle wasting. He is tender over the anterolateral aspect of the humeral head. Range of motion is good, but terminal flexion and abduction reproduce his typical pain. Muscle strength testing shows weakness in abduction, which also reproduces his typical pain. Provocative tests for impingement syndrome are positive, but provocative A-C joint and biceps tendon tests are negative. X-rays are done to evaluate the bony anatomy, and an ultrasound is performed to evaluate the rotator cuff.
Tutorial: Pediatrics Peer to Peer teaching session
At the end of the third week of your rotation, you are asked to present a brief overview of one of these key topics: Fever (differential, focus on UTI); Headache in children/teens; Neonatal jaundice; Approach to Lymphadenopathy; Abdominal pain (differential, focus on constipation); Growth problems in children
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Rana Osman MF1 Respirology
Rana Osman is a 2-year-old girl who has been previously well. She has had a barky, seal-like cough for 2 days but tonight has become acutely worse. In the emergency room, she is found to be sitting "bolt upright", with pronounced stridor on inspiration. Her inspiratory phase is prolonged. She has intercostal indrawing and suprasternal indrawing.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Ted Mitchell MF3 Gastroenterology and Nutrition
Ted Mitchell is a 38 year old male who is homeless. He has been on and off the streets for the last 15 years. As a teenager, he started hanging out with "the wrong crowd" and his father, Dr. Ted Mitchell Sr. told him he could not return home till "you have cleaned up your act". Ted continues to abuse drugs, and any money he can get, has gone toward purchasing alcohol, his drug of choice.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

4.3 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics

Activity Objectives
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
Perform a physical examination and functional assessment on an elderly patient, adapting it to possible conditions of frailty, mobility, hearing loss, memory loss and other impairments.
Practice effective communication including the use of empathy, non-verbal communication and respectful counseling with patients and their families.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Broaden their Procomp experience by observing a discussion obtaining consent for surgery with a patient, an explanation of an adverse event or ‘bad news’ to a patient, and/or positive examples by mentors dealing with challenges to ethics, communication or professionalism.
Participate (with guidance and supervision) in breaking bad news to patients.
Perform a mental status examination to evaluate confusion and/or memory loss in an elderly patient.
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Provide clear discharge instructions for patients, including return to care instructions and ensure appropriate follow-up care.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
End of Life Management
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
To recognize the personal nature of the interactions with both obstetrical and gynaecologic patients.
Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics.
Assess and manage other psychiatric emergencies/crises and acute presentations: toxidromes and withdrawal; overdoses: (e.g. TCA, acetaminophen); severe drug reactions: NMS, sertonin syndrome, dystonia; medical conditions with possible psychiatric presentation (e.g. catatonia, delirium)
To develop the skills to perform an appropriate sexual health history procedures.
Acknowledge/demonstrate the principals of dealing with challenging communication issues including: obtaining informed consent, delivering bad news, disclosing adverse medical events, and addressing anger, confusion, and misunderstanding.
To identify and demonstrate the management of abnormal labour.
To describe the approach to the management of patients presenting with a history of domestic violence.
Essential Clinical Experience
Participate in a discussion in which "bad news" is communicated to a patient or family.
Participate in a discussion on end-of-life care.
Participate in a discussion regarding the impact of stigma upon patients with mental illness.
General Objectives
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
How to distinguish sporadic cancers from hereditary cancers, and current practices in genetic counseling and clinical management of people at increased risk for hereditary cancers.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Demonstrate the specific skills for interacting with and responding to patients who present moderate communication challenges (anger; anxiety; values different from the students’ own).
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Disorientation and memory disturbance.
Summarize the concepts, principles, and research evidence that support the importance and efficacy of developing communication and interpersonal skills in medicine.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
Global Objectives
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Active Large Group Session: Personality Disorders
Active Large Group Session: Substance Use Disorders
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 1: Assessment of mood and anxiety
Principles of mood assessment. Mood episodes and disorders: Depressive, manic, mixed, hypomanic. Screening for depression. Psychiatric history. Anxiety.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Participate in a discussion in which "bad news" is communicated to a patient or family.
Essential Clinical Experience: Participate in a discussion on end-of-life care.
Essential Clinical Experience: Participate in a discussion regarding the impact of stigma upon patients with mental illness.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Addictions
This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: From White Coat to Blue Gown
This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Small Group Session: Professional Competencies in Surgery
Groups of 6-10 students with a surgeon facilitator will describe their Procomp moment to the group.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 2 IF Chronicity and Complexity
Hannah Rosen is 18-year-old female who presents to the outpatient clinic after a frantic call to the receptionist earlier during the day. Hannah has been coming to the clinic for the past 16 years for treatment and monitoring of her cystic fibrosis. Her parents, who have been supportive, are out of town on an anniversary cruise and Hannah didn’t know who to call. Hannah states she has been having increased sputum production, low grade fever and difficulty catching her breath over the past few days. She took the action plan of ciprofloxacin she has at home. She takes this when her respiratory symptoms worsen. Hannah states she has been compliant with her antibiotics, but her symptoms suddenly got worse overnight. Hannah does not want her parents to know about this and asks that they not be contacted about her hospital visit. On examination, Hannah appears in distress. She is using her intercostal muscles to help her breathe and appears cyanotic and diaphoretic. Her vitals are taken by the clinic nurse while they are waiting for her pediatric respirologist to finish with the previous patient. Hannah’s temperature is 39.1, oxygen saturation is 91 percent, heart rate is 115 and her blood pressure is 100/60. The nurse calls for immediate help and Hannah is taken to the ICU where she is placed on oxygen. Chest x-ray and additional blood work including ABGs are ordered.
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Joe and Maria Russo IF Age-Related Health Care
Mr. Guiseppe (Joe) Russo is an 81-year-old man who returns to see you, his new Family Physician, regarding cognitive concerns. He is accompanied by his wife of 60 years, Maria Russo. Mr. Russo is a retired Crane Operator, who was born in Southern Italy, and who worked in the steel industry after immigrating with Maria to Canada at the age of 20. As a child, he completed 6 years of formal education; later he became fluent in English while working in Canada. He and Maria have three adult children, two sons and one daughter, and live in a bungalow in the city of your practice. He is otherwise physically well, with well-controlled hypertension, dyslipidemia, and DMII, as well as osteoarthritis of the knees. His medications are provided to you in a list. He is a lifelong non-smoker who consumes one glass of wine with dinner each night. Mr. Russo was diagnosed with early-stage Alzheimer’s disease (versus Mixed Dementia) by his prior physician, Dr. Retired, approximately 2 years ago. At that time, Mr. Russo presented with approximately 2 years of gradually progressive decline in short-term memory and executive function, that was impacting his ability to pay bills on time. His SMME score at that time was 21/30, with 0/3 on delayed recall and difficulty with orientation (year incorrect). He was unable to draw a clock correctly (CDT), but Dr. Retired suspected that language and education impacted Mr. Russo’s performance on both the SMMSE and the CDT.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Direct Observation Tool: Communicate in difficult situations
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

4.4 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions, including the ability to manage one’s own interpersonal responses

Clerkship Objectives
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
To recognize how one’s own attitude toward women and their unique health problems influence interactions.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Interact with patient in order to gain his & her confidence and cooperation, to assure comfort and modesty, and to develop an understanding of age, race, culture & SES on the patient's health.
Describe the anesthetic management of the patient undergoing Cesarean section
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
To recognize the personal nature of the interactions with both obstetrical and gynaecologic patients.
Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions.
To participate as a member of the health care team.
To interact well with all members of the health care team.
To describe the approach to the management of patients presenting with a history of domestic violence.
General Objectives
Illustrate how being a good communicator is a core clinical skill for physicians, and how effective physician-patient communication can foster patient satisfaction, physician satisfaction, adherence and improved clinical outcomes (CanMEDS 2015).
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Importance of personal and professional ethics.
Anger and violence.
Demonstrate how to perform the basic communication and interpersonal skills that are required to accomplish each of the specific and discrete tasks defined in the Kalamazoo Consensus Statements. (1999, 2002).
Demonstrate the specific skills for interacting with and responding to patients who present moderate communication challenges (anger; anxiety; values different from the students’ own).
Enable students to share and discuss their own personal experiences with the Hidden Curriculum in the Clinical Setting.
Conduct an appropriate respiratory history, including medication and occupation history.
Demonstrate how to develop with patients, families, and other professionals a common understanding on issues and a shared plan of care, as defined by the Kalamazoo Consensus Statements. (CanMEDS 2015).
Employ strategies for successful team functioning as they apply to various learning environments.
Demonstrate skills of negotiation and conflict resolution.
Pain or other forms of somatic distress.
Maladaptive behaviours.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
Recurrent interpersonal problems.
Recognize the impact of menopause on quality of life.
Understand the importance and impact of interpersonal interactions in both professional and personal settings.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Global Objectives
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, students should be able to describe the role of the X chromosome in ovarian function.
Upon completion of this problem, students should be able to explain the physiologic changes that occur during the menopause transition and list the causes of postmenopausal bleeding.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will have begun to explore the Mind-Body Interaction.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Recognize the elements of tutorial dysfunction and develop tools to manage them.
Upon completion of this problem, students will be able to describe the role and characteristics of a personality disorder and its effect on psychosocial functioning.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Active Large Group Session: Acute and Chronic Pain
Active Large Group Session: End-of-Life Care
Active Large Group Session: Personality Disorders
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Desta Ayo MF4 Brain and Behaviour
Desta Ayo is a 42 year old woman, on disability pension and married to a disabled man. She was brought to the hospital by ambulance after she called 911 to report she was dying. After running a few tests, the ER physician could not find anything wrong with her. He referred her to psychiatry because the problem was obviously "all in her head." On interview, Desta sits motionless in the chair, opening her eyes and speaking with dramatic effort. She believes she is again suffering with another kidney infection, like the one that almost killed her 10 years ago. She describes "passing out" almost every day for the last 2 weeks, feeling too weak to walk, and experiencing crippling back pain. She denies anxiety and depression but continues to take paroxetine for chronic pain and Trazodone for sleep. She says she has arthritis throughout her back, frequent migraines, temperomandibular joint pain, chronic fatigue, and recurrent sinusitis that eats away at her nasal bones. She also reports a history of gynaecological problems since age 22, with breast cyst and ovarian cyst surgery, endometriosis, and uterine fibroids. She reports an early childhood history of sexual and physical abuse. She remembers her mother as an alcoholic, a distant and cruel woman. Inquiries about current stress in her life reveal major financial problems and an argument with her mother on the phone 2 weeks ago. She says that she doesn't think her mother will ever talk to her again.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Fergie Greer MF4 Brain and Behaviour
Fergie is a 23-year-old single woman with no children who lives with her parents. She completed university with difficulty, taking time off frequently but eventually completing her degree. She reports having difficulties with relationships since middle school and not knowing who she really is affects her mood, attention and concentration. This had an impact upon her schooling but she managed to finish with a huge effort. However, she has been unable to ever work in any capacity since finishing University a year ago. Fergie was referred by her family physician for a psychiatric consultation because she frequently presented to the family physician or student health with low mood and suicidal ideations. At times her family doctor had to send her to ER for urgent assessment following disclosure of taking an overdose or cutting her arms. She is hoping that some medications like an antidepressants will be prescribed for her and that you will believe she is unwell and needing help. She has a huge hope that you will see her regularly, and provide her with answers as to why she is not feeling happy, why she feels empty, and why she is unable to control her anger. She is also considering bipolar disorder as she heard from student health counsellor that she may have a bipolar disorder because she reported increased spending, increased sexual activity, and reckless driving. And she also informed you that she has an eating disorder when she binge eats at times. She is well read on mental health and has attended many counsellors since middle school including private therapists that her parents took her to see.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Kate Smith MF3 Reproduction
Kate Smith is a 15 year old girl. Her mother brings her to the family physician because she has not yet had her first menstrual period. Kate has been well throughout her childhood. Kate has a healthy appetite and weight. She does not receive any medications.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Nabil Assad MF1 Respirology
Salim takes Nabil, his 7-year-old son, to see Dr. Lockwood, his family doctor, because both of them have a sore throat. Nabil’s younger brother had a sore throat and runny nose a week ago, but he improved quickly. Salim is concerned about Nabil because he seems to be taking longer to improve. Dr. Lockwood asks more details and learns that both Nabil and Salim are mostly having swallowing difficulties but feel otherwise quite well. Salim has a mild cough, but Nabil does not. There have been no rigors, just slight chills last night.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Susan Weiss MF3 Reproduction
Susan Weiss is a 53 year old woman (G3P3) who presents to her family doctor stating she is having difficulty sleeping. She is waking up drenched through the night. She complains of having sweating episodes throughout the day that are debilitating and embarrassing. She is irritable with her family and states they do not understand "the change". It has been 18 months since her last period. She has no libido and when she tries to be intimate with her partner, she is extremely dry.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Tutorial: Tutorial Skills Tune-up MF1
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

4.5 Maintain comprehensive, timely, and legible medical records

Activity Objectives
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
To perform a complete obstetrical physical examination.
Communicate results of the functional assessment in well-organized written & oral reports.
Learn the importance of medical documentation and how to document clearly and in an organized manner in the patient’s chart.
Accurately and succinctly communicate case presentations through written and verbal formats in various contexts (inpatient, outpatient, new patient, follow-up).
To perform a complete gynecologic examination.
Write prescriptions accurately (under supervision).
Communicate results of the history in well organized written and oral reports
Share results of the physical examination.
To communicate the results of history in a well-organized oral and written report.
Demonstrate thorough, clear, and concise documentation and charting.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
To perform a physical examination on a labouring patient.
Rectal examination
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Maintain comprehensive, organized, timely, and legible medical records.
Record the results of laboratory tests in an organized manner.
Demonstrate organised, complete, informative, legible, and accurate written/electronic information related to clinical encounters (such as: admission histories, progress notes, and discharge summaries).
Document the patient interview in a concise, organized written and verbal report.
Document the findings of the physical exam in a concise, organized written or oral report.
To perform a physical examination on a gynaecological patient presenting for emergency care.
Demonstrate clear, legible, and accurate ‘doctors orders’ (such as investigations, medication orders and outpatient prescriptions).
Dictate clear, succinct, and timely discharge plans.
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
Demonstrate effective oral and written communication skills in documenting clinical encounters, making oral case presentations, prescription writing and making referrals to other care providers through clear, concise, efficient communication strategies.
Ability to record, present, research, critique and manage clinical information
Undertake discharge planning including arranging and communicating follow-up plans.
To identify and demonstrate the management of abnormal labour.
Demonstrate proficiency in documentation and communication in psychiatry.
General Objectives
Demonstrate management of practice environments, including charting, public reporting expectations, and malpractice risks.
Demonstrate appropriate behaviours, habits, and skills required for referral and consultation.
Apply standards of care, institutional policies, and standard operating procedures.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 1: Assessment of mood and anxiety
Principles of mood assessment. Mood episodes and disorders: Depressive, manic, mixed, hypomanic. Screening for depression. Psychiatric history. Anxiety.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Participate in the completion of Mental Health Act forms.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mental Status Exam Part 1 (Archived)
What is the MSE? Component of interview or patient encounter. Structured observations and inquiries regarding signs and symptoms of conditions that affect the CNS. Records observed behaviour, cognitive abilities and inner experiences expressed during the interview.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Direct Observation Tool: Present oral and written reports that document a clinical encounter
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

4.99 Other interpersonal and communication skills

Clerkship Objectives
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
Demonstrate effective oral and written communication skills in documenting clinical encounters, making oral case presentations, prescription writing and making referrals to other care providers through clear, concise, efficient communication strategies.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Clinical Skills Practice Sessions: MSK Clinical Skills
These practice sessions are intended to improve standardization of teaching across groups and to provide tutorial groups with opportunities to focus on areas of particular concern to the group.
Clinical Skills Sessions: Back Pain, GALS Exam
Discuss and practice the components of the history and physical exam for the Back and GALS Exam. Demonstrate a focused musculoskeletal examination.
Clinical Skills Sessions: Hip and Knee Pain
Discuss and practice the components of the history and physical exam for the Hip and Knee.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Clinical Skills Sessions: Shoulder and Elbow Pain
Discuss and practice the components of the history and physical exam for the Shoulder and Elbow.
Clinical Skills Sessions: Wrist, Hand and Ankle, Foot Pain
Discuss and practice the components of the history and physical exam for the Wrist / Hand and Ankle / Foot.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Watching a Video: GALS (Gait, Arms, Legs, Spine)
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.

5. Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles consistent with expectations of society, the profession, and law in all professional settings, including clinical, academic, administrative, and personal activities relating to professional practice

5.1 Demonstrate accountability to patients, society, and the profession

Activity Objectives
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Be reliable and responsible in fulfilling obligations.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Deepen their understanding of Informed Consent and Disclosure of Adverse Events.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Practice appropriate medical resource management.
Demonstrate accountability to patients, society, and the profession.
To be appropriately dressed and groomed for clinic and hospital work.
To be punctual in attendance for educational and clinical duties.
Always behave as a professional with honesty, integrity, commitment, compassion, efficiency, competency, and altruism.
Consider the concepts of resource stewardship and high value care in making treatment decisions.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Describe how the PIP expectations relate to expectations of practicing physicians.
Employ value constructs foundational to the practice of medicine and the delivery of health care, including constructs related to vulnerable and marginalized populations and to the recognition of cultural diversity (using a broad definition and understanding of culture).
Contrast organizational structures applied within institutions and agencies accountable for the delivery of health care.
Importance of personal and professional ethics.
Describe the range and scope of contemporary medical practice as well as the role of the physician in emerging health care models.
Apply standards of care, institutional policies, and standard operating procedures.
Global Objectives
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Active Large Group Session: Outbreak Management
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 1: Assessment of mood and anxiety
Principles of mood assessment. Mood episodes and disorders: Depressive, manic, mixed, hypomanic. Screening for depression. Psychiatric history. Anxiety.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Participate in the completion of Mental Health Act forms.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Small Group Session: Professional Competencies in Surgery
Groups of 6-10 students with a surgeon facilitator will describe their Procomp moment to the group.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.2 Demonstrate compassion, integrity, and respect for others

Activity Objectives
Identify different physician remuneration models and analyze the benefits/drawbacks of each.
Clerkship Objectives
To perform a complete obstetrical physical examination.
Demonstrate compassion, integrity, and respect for others.
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
The student is able to demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child’s age, development, and the family’s cultural, socioeconomic and educational background.
Demonstrate professional behaviours in practice including: honesty, integrity, commitment, compassion, respect and altruism.
Provide compassionate and reassuring care to patients in the perioperative setting
Demonstrate communication skills that convey respect, integrity, flexibility, sensitivity, empathy, and compassion.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Perform an appropriate physical examination relevant to the patient’s presentation, the history obtained, and the acuity of the encounter (includes mental status examination).
Interact with patient in order to gain his & her confidence and cooperation, to assure comfort and modesty, and to develop an understanding of age, race, culture & SES on the patient's health.
To perform a complete gynecologic examination.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Perform a physical examination and functional assessment on an elderly patient, adapting it to possible conditions of frailty, mobility, hearing loss, memory loss and other impairments.
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Perform a mental status examination to evaluate confusion and/or memory loss in an elderly patient.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Practice non-stigmatizing attitude and advocacy towards those experiencing mental illness in demonstrating:
Describe the anesthetic management of the patient undergoing Cesarean section
Demonstrate an appreciation of patient values when communicating with patients in order to understand their goals of care.
Demonstrate honesty and integrity in patient care.
To perform a physical examination on a labouring patient.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
Knowledge of the impact of stigma of mental illness upon patients, and society, and the role of advocacy.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
To perform a physical examination on a gynaecological patient presenting for emergency care.
To be appropriately dressed and groomed for clinic and hospital work.
To be punctual in attendance for educational and clinical duties.
Demonstrate compassion and nonjudgmental approach to all patients.
Always behave as a professional with honesty, integrity, commitment, compassion, efficiency, competency, and altruism.
To develop the skills to perform an appropriate sexual health history procedures.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
To construct the approach to dealing with an ethical dilemma in Obstetrics and Gynaecology.
General Objectives
Receive an orientation to the Professionalism in Practice expectations of the medical program.
Demonstrate skills for critical intersectional analysis.
Conduct an appropriate respiratory history, including medication and occupation history.
Illustrate the difference between disease and illness, and plan an approach to understanding the patient’s illness experience.
Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
Acknowledge the significance of allyship in supporting patients, peers and allied health in clinical situations which may be impacted by negative aspects of the Hidden Curriculum.
Develop the attitude and skills for responding to patients with cultural humility.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Global Objectives
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students should be able to explain the mechanisms that regulate puberty and explain the etiology of precocious puberty.
Upon completion of this problem, students should be able to define infertility, to discuss its underlying causes and to describe a basic diagnostic approach to its evaluation. The student should be able to describe the psychological and sexual impacts of infertility.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Active Large Group Session: EDI (Equity, Diversity, Inclusion) and Indigenous Reconciliation (part 1)
Equity may be considered both an approach and a process that recognizes the existence of systemic social inequalities and introduces actions to proactively reduce, if not remove, institutional structural and cultural barriers to equal opportunity and inclusion. Diversity is a state or condition that reflects the broad ‘mix’ and layers, of differences in any community. In the university setting, compositional diversity refers to the numeric and proportional representation of different peoples, across many intersecting dimensions of sociocultural group identities. Inclusion is a sense of belonging and dignity, as well as the experience of meaningful engagement, empowerment, and equality of opportunity in a community.
Active Large Group Session: EDI (Equity, Diversity, Inclusion) and Indigenous Reconciliation (part 2)
Active Large Group Session: Running a Practice and the Costs Associated
Remuneration models. OHIP vs private billing. Costs associated with working in a hospital vs a clinic. Benefits of Medical Professional Corporation.
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
PC Session: Addictions
This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
PC Session: Trauma Informed Care
This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Chantal Landry MF3 Reproduction
Chantal is a 5 year 2 month old child who presents with advanced development of the breasts for the past 7 months, and possible growth of pubic hair. This is associated with rapid growth. She has had intermittent "spotting" during the last two days. Apart from occasional emotional outburts (crying, "fighting" with her 9 year old sister and with her mother) she has no other problems. Chantal's Mom is 36 years old and a school teacher with height at the 50th centile. She had menses at age 13 years. Dad, 44 yrs old, is a lawyer with a height at the 50th centile. He began shaving at ~ 15-16 years of age. He has mild hypertension. The family history is negative for early puberty. The parents are non-consanguineous.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Shalini Mehta MF3 Reproduction
Shalini Mehta is a successful 35-year-old lawyer who married five years ago. Her partner Varun is a 56-year-old judge who left his former wife to be with Shalini. He has three grown children and one grandchild. Varun was never as keen on starting a new family as Shalini, but he loves her and "wants what she wants". For the first three years of their marriage, Shalini continued on the birth control pill, as she wanted to focus on establishing her career further. She states that she had been on the pill since she was 18. Two years ago she stopped the pill and had hopes that she would be trying for her second baby by now.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.3 Demonstrate altruism, appropriately balancing patient needs and self-interest/self-care

Activity Objectives
Name the types of insurance available and analyze when one should opt-in to these insurance policies.
Start saving for retirement.
Clerkship Objectives
Demonstrate professional behaviours in practice including: honesty, integrity, commitment, compassion, respect and altruism.
Demonstrate responsiveness to patient needs that supersedes self-interest.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Always behave as a professional with honesty, integrity, commitment, compassion, efficiency, competency, and altruism.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Employ value constructs foundational to the practice of medicine and the delivery of health care, including constructs related to vulnerable and marginalized populations and to the recognition of cultural diversity (using a broad definition and understanding of culture).
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Money and Medical School
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Concept Integration and Review: Financial Survival after Medical School
Deductions levied on salaries. Budgeting, debt managment, insurance and estate planning. Retirement.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Emergency Medicine Daily Evaluation

5.4 Demonstrate respect for patient confidentiality, privacy and autonomy

Activity Objectives
Explore the role and responsibility of medical students and physicians regarding ethical issues, with specific consideration to privacy, confidentiality, trust and vulnerability.
Clerkship Objectives
Collect accurate information regarding function in basic and instrumental activities of daily living.
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
To perform a complete obstetrical physical examination.
Perform an appropriate physical examination relevant to the patient’s presentation, the history obtained, and the acuity of the encounter (includes mental status examination).
Communicate results of the functional assessment in well-organized written & oral reports.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Know and understand the policies around patient privacy and confidentiality of healthcare information
Perform a physical examination and functional assessment on an elderly patient, adapting it to possible conditions of frailty, mobility, hearing loss, memory loss and other impairments.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
To perform a complete gynecologic examination.
Deepen their understanding of Informed Consent and Disclosure of Adverse Events.
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
Perform a mental status examination to evaluate confusion and/or memory loss in an elderly patient.
Demonstrate respect for patient privacy and autonomy.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
To perform a physical examination on a labouring patient.
End of Life Management
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Document the findings of the physical exam in a concise, organized written or oral report.
To perform a physical examination on a gynaecological patient presenting for emergency care.
To develop the skills to perform an appropriate sexual health history procedures.
Respect patient confidentiality, privacy and autonomy.
Protect information provided by or about patients, keeping it confidential, and divulge it only with the patient’s permission except when otherwise required by law.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Discuss common ethical issues in family medicine through the life cycle including topics such as confidentiality, consent and capacity.
To construct the approach to dealing with an ethical dilemma in Obstetrics and Gynaecology.
Essential Clinical Experience
Participate in a discussion in which aspects or limits of confidentiality are explored.
Participate in a discussion regarding decisional capacity.
General Objectives
Conduct an appropriate respiratory history, including medication and occupation history.
Integrate moral reasoning and judgment with communication, interpersonal, and clinical skills to provide the patients with effective and ethical care.
Summarize the ethical, legal obligations and duty of care that physicians have for patients, colleagues and, communities, and the tensions that may arise from these responsibilities.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Global Objectives
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Essential Clinical Experience: Participate in a discussion in which aspects or limits of confidentiality are explored.
Essential Clinical Experience: Participate in a discussion regarding decisional capacity.
Large Group Session: Ethics in Obstetrics and Gynecology
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Professionalism Session 2: Intro to Ethics
Students will have the opportunity to broadly understand ethical principles and the ethical climate in healthcare. Appreciate the intersection of professionalism, character, and individual moral agency. Explore the role and responsibility of medical students and physicians regarding ethical issues, with specific consideration to privacy, confidentiality, trust and vulnerability.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including all dimensions of diversity such as those that are included in human rights legislation and federal and provincial law.

Clerkship Objectives
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Perform an appropriate physical examination relevant to the patient’s presentation, the history obtained, and the acuity of the encounter (includes mental status examination).
Conduct a general interview: learn specific skills that convey empathy. Take a psychiatric history in an empathic manner that enables the assessment of relevant psychological, medical and social factors. Adapt their interview techniques to deal with common sorts of "special" situations/patients (e.g., children, the elderly, those who don't speak English, those with communication or cognitive problems, use of interpreters, family members for collateral, etc.). Adapt their interview techniques to deal with common sorts of "challenging" styles (e.g., silent, over-talkative, angry, seductive, suspicious, passive, dependent, defensive, evasive patients, or those who deny they need help).
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
Perform a physical examination and functional assessment on an elderly patient, adapting it to possible conditions of frailty, mobility, hearing loss, memory loss and other impairments.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Perform a mental status examination to evaluate confusion and/or memory loss in an elderly patient.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
End of Life Management
Demonstrate an appreciation of patient values when communicating with patients in order to understand their goals of care.
Demonstrate sensitivity to cultural issues (e.g., age, sex, culture, disability).
Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation.
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
General Objectives
Describe the prevalence of chronic disease in Canada and factors which contribute to it.
Demonstrate skills for critical intersectional analysis.
Justify how knowledge from the social sciences and humanities contributes to medical practice.
Describe the significance and frequency of caregiver fatigue, and strategies employed to address it.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Summarize different “ways of knowing” about the body and how these ways affect the clinical encounter.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Illustrate the difference between disease and illness, and plan an approach to understanding the patient’s illness experience.
Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Develop the attitude and skills for responding to patients with cultural humility.
Analyze the influence of gender on health concerns and health care provision.
Discuss the historical and contemporary events and the systemic factors influencing current practices and issues regarding Indigenous Health and anti-Indigenous racism, all of which impact current and future practitioners, individuals, and communities.
Identify opportunities to educate and reflect on events of Indigenous self-determination, cultural preservation and growth to foster allyship in Indigenous Healthcare and community settings.
Demonstrate an awareness of key health challenges faced by immigrants and refugees.
Recommend responses to key social and cultural factors that lead to poor health outcomes for individuals, families, and communities.
Identify the diverse factors (ie. sociocultural, psychological, institutional, economic, occupational, environmental, technological, legal, political and spiritual) that contribute to the systemic marginalization of vulnerable populations and impact health and health care delivery.
Plan socially-just courses of action in order to respond to the diverse factors that intersect and overlap to influence the health of the individuals, families and communities.
Global Objectives
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Identify aspects of the Medicine Wheel which are important to consider as part of Indigenous Health.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: EDI (Equity, Diversity, Inclusion) and Indigenous Reconciliation (part 1)
Equity may be considered both an approach and a process that recognizes the existence of systemic social inequalities and introduces actions to proactively reduce, if not remove, institutional structural and cultural barriers to equal opportunity and inclusion. Diversity is a state or condition that reflects the broad ‘mix’ and layers, of differences in any community. In the university setting, compositional diversity refers to the numeric and proportional representation of different peoples, across many intersecting dimensions of sociocultural group identities. Inclusion is a sense of belonging and dignity, as well as the experience of meaningful engagement, empowerment, and equality of opportunity in a community.
Active Large Group Session: EDI (Equity, Diversity, Inclusion) and Indigenous Reconciliation (part 2)
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.6 Demonstrate a critical understanding of personal, professional and institutional power and privilege and utilize anti-oppressive practice to create patient experiences where marginalization and oppression are minimized.

Activity Objectives
Analyze food access as a determinant of health using geo-spatial and epidemiological methods to see if disparities exist across our distributed sites.
Clerkship Objectives
Identify emerging and ongoing issues for paediatric patients who are potentially vulnerable or marginalised including: First Nations Peoples, new immigrants, disabled children, children living in poverty, and children with mental health, sexual orientation, or gender identity concerns.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
General Objectives
Demonstrate skills for critical intersectional analysis.
Justify how knowledge from the social sciences and humanities contributes to medical practice.
Summarize different “ways of knowing” about the body and how these ways affect the clinical encounter.
Illustrate the difference between disease and illness, and plan an approach to understanding the patient’s illness experience.
Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
Develop the attitude and skills for responding to patients with cultural humility.
Analyze the influence of gender on health concerns and health care provision.
Discuss the historical and contemporary events and the systemic factors influencing current practices and issues regarding Indigenous Health and anti-Indigenous racism, all of which impact current and future practitioners, individuals, and communities.
Identify opportunities to educate and reflect on events of Indigenous self-determination, cultural preservation and growth to foster allyship in Indigenous Healthcare and community settings.
Demonstrate an awareness of key health challenges faced by immigrants and refugees.
Recommend responses to key social and cultural factors that lead to poor health outcomes for individuals, families, and communities.
Identify the diverse factors (ie. sociocultural, psychological, institutional, economic, occupational, environmental, technological, legal, political and spiritual) that contribute to the systemic marginalization of vulnerable populations and impact health and health care delivery.
Plan socially-just courses of action in order to respond to the diverse factors that intersect and overlap to influence the health of the individuals, families and communities.
Global Objectives
Identify aspects of the Medicine Wheel which are important to consider as part of Indigenous Health.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Occupational Medicine
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
Large Group Session: Ethics in Obstetrics and Gynecology
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anti-Black Racism and Black Exclusion in Medicine
The purpose of this session is to explore the dimensions of white supremacy, anti-black racism and black exclusion in medicine.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Gender in Medicine
Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.
PC Session: Global Health
This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Spiritual Caregiving
The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.
Tutorial: Amanda VP MF1 Cardiovascular
Amanda VP. is a 44-year-old Russian immigrant whom you first meet at family health team where you are completing your core training as a family medicine resident. Amanda presents to the clinic because she’s had a two-week history of fevers, chills, malaise and shortness of breath on exertion. She became particularly concerned earlier today when she experienced a brief episode of left arm weakness that lasted for approximately 5 minutes and then completely resolved. Amanda, one of four children, grew up in the former Soviet Union, in a poor household with her extended family (cousins, aunt and uncle, and grandparents). Amanda VP.’s short stature makes you wonder if she was malnourished as a child and if so, what other effects this may have had on her health. Her past medical history seems unremarkable. She has been hospitalized once when she delivered healthy twin girls twenty years ago. She does recall having been told by her obstetrician that she had a heart murmur. She is married and works as a dental assistant in her husband's office. She smokes one pack of cigarettes daily and has done so for 30 years. She does not drink alcohol. On examination, she looks unwell. She is febrile with a temperature of 38.8 degrees Celsius. Her heart rate is 110 bpm with a BP of 100/65 mmHg. Head and neck examination reveals bilateral conjunctival petechiae. Her JVP is 4 cm above the sternal angle. Her chest is clear. Heart sounds reveal a grade 3/6 pan-systolic murmur best heard at the apex and an S3 with gallop. Her point of maximal impulse is enlarged and palpated in the anterior axillary line. She has mild bilateral pedal edema. Neurological examination, including fundoscopy, is completely normal as is the dermatologic exam. You decide to admit her to hospital, order blood work, a chest X-ray, and an echocardiogram.
Tutorial: Arielle D
Arielle is a 41 yr old female presenting to her family doctors office with concerns of irregular menstrual cycles and painful intercourse. Arielle states she has noticed increased episodes of spotting in between her menstrual cycles over the past 8 months. Arielle has also noticed increased vaginal discharge and abdominal cramping at times with associated swelling of her legs. Arielle thought her lower leg symptoms were a result of her long work hours and standing for long periods of time. Arielle immigrated to Canada from the United States 15 years ago. She works as a daycare attendant and a waitress on the weekends to support her parents who reside with her and her partner. Arielle did not have regular access to healthcare as a teenager while living in Florida with her parents who immigrated to the US from Mexico shortly after Arielle was born. Arielle did not receive any vaccinations as a child or as a teenager. Arielle was sexually active at the age of 14 with multiple partners before her husband. She has been in a monogamous relationship for the past 6 years. Arielle reports she has given birth to 3 children which she gave up for adoption and underwent 2 pregnancy terminations prior to meeting her husband. Her husband does not know about any of the previous pregnancies or procedures she underwent prior to meeting him.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
e-Learning Module Completion: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.7 Demonstrate the application of ethical principles to commonly encountered ethical issues such as the provision or withholding of care, confidentiality, informed consent, and including compliance with relevant laws, policies, and regulations

Activity Objectives
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
Know and understand the policies around patient privacy and confidentiality of healthcare information
Knowledge of legal issues, the Mental Health Act and when to invoke it: risk to self and others, obligatory reporting; Use of Legal Certification Forms under the Mental Health Act; duty to warn, exceptions to requirement for consent; role of Community Treatment Orders (CTO); capacity and informed consent, right to refuse treatment, exceptions to requirement for consent.
Deepen their understanding of Informed Consent and Disclosure of Adverse Events.
Broaden their Procomp experience by observing a discussion obtaining consent for surgery with a patient, an explanation of an adverse event or ‘bad news’ to a patient, and/or positive examples by mentors dealing with challenges to ethics, communication or professionalism.
Recognise and respond to ethical issues encountered in clinical practice.
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Fulfil legal obligations as they pertain to paediatric practice (reporting child maltreatment).
Demonstrate an appreciation of patient values when communicating with patients in order to understand their goals of care.
End of Life Management
Recognise the principles and limits of patient confidentiality as it pertains to paediatrics (age of consent, emancipated minors, disclosure of suicidal/homicidal intent, and disclosure of abuse).
Participate in discussions (with guidance and supervision) about the basic issues regarding advanced directives and/or end-of-life care with patients and their caregivers.
Learn about ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and institutional and professional regulations.
Assess a patient’s competence to make decisions regarding therapy.
Assess capacity.
Protect information provided by or about patients, keeping it confidential, and divulge it only with the patient’s permission except when otherwise required by law.
Always behave as a professional with honesty, integrity, commitment, compassion, efficiency, competency, and altruism.
Acknowledge/demonstrate the principals of dealing with challenging communication issues including: obtaining informed consent, delivering bad news, disclosing adverse medical events, and addressing anger, confusion, and misunderstanding.
Demonstrate ethical decision making.
To identify and demonstrate the management of abnormal labour.
Consider legal and/or ethical issues as well as psychosocial aspects in deciding on an appropriate treatment.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Discuss common ethical issues in family medicine through the life cycle including topics such as confidentiality, consent and capacity.
To construct the approach to dealing with an ethical dilemma in Obstetrics and Gynaecology.
Essential Clinical Experience
Participate in a discussion in which aspects or limits of confidentiality are explored.
Obtain informed consent for a procedure or treatment.
Participate in a discussion regarding decisional capacity.
Participate in a discussion, or prepare a written analysis, in regards to an ethical dilemma.
General Objectives
Describe how individuals develop capacity for moral thought and how personal values impact on moral reasoning.
Employ and critically evaluate ethical theories and principles when exploring learning scenarios and reasoning about ethical challenges in the clinical setting.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Importance of personal and professional ethics.
Judge when additional expertise is needed in the resolution of ethical choices and where to find appropriate resources (help, laws, policies, etc.) to obtain this help.
Apply the McMaster framework for moral reasoning.
Identify a patient centered approach to care for individuals with chronic illnesses.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Demonstrate sensitivity to the value system of patients (colleagues, other health care providers – ethical vs professionalism) and others.
Identify ethical issues and dilemmas in their own clinical experiences related to patient care, institutional practices and health policies.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Integrate moral reasoning and judgment with communication, interpersonal, and clinical skills to provide the patients with effective and ethical care.
Summarize the ethical, legal obligations and duty of care that physicians have for patients, colleagues and, communities, and the tensions that may arise from these responsibilities.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Global Objectives
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will be able to demonstrate the integration of cardiac, respiratory, hematology and renal core concepts in critical management of a patient with complex sepsis including ethical issues with social issues and chronic drug use.
Upon completion of this case, the student will have a basic approach to the diagnosis of a new mass lesion, including imaging modalities and diagnostic procedures, as well as an understanding of the multi-disciplinary approach to cancer care and the role of Clinical Practice Guidelines in determining therapy.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Clerkship Teaching Session: Mental Health Law & Consent and Capacity
To discuss the roles of the Health Care and Consent Act; Substitute Decisions Makers Act; Mental Health Act.To review Consent and Capacity. How to evaluate Capacity. Beyond the Form 1.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Assessment of Psychosis & Delirium
Interviewing psychotic patients. Dealing with psychosis and intense affect. Dealing with poor insight. Dealing with indifference. Screening questions for psychotic-like experiences. Delirium.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Clinical Skills Sessions: Teaching OSCE (Psychology)
3 station Teaching OSCE. Each station is 15 minutes long. Students alternate interviewing and observing a patient.
e-Learning Module: Abortion
e-Learning Module: Developmental Disabilities
An interactive, self-directed web-based resource regarding developmental disabilities for medical students and residents. This project includes introductory information about the topic of developmental disabilities, including information about terminology, definitions, adaptive skills, and levels of developmental disability.
e-Learning Module: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
e-Learning Module: Form 1 of the Mental Health Act
This will provide you with a review of the legislation and the methods that are used to bring a person to hospital in Ontario, as well as some of the key aspects of completing the Form 1 of the Mental Health Act, including the examination, criteria for dangerousness, concept of mentor disorder, time-sensitive issues, and invalid Form 1's. A Guided Tour and Examples of the Form 1 and Form 42. Common errors in filling out the Form that we encounter in practice.
e-Learning Module: Informed Consent
Online module by the Canadian Medical Protective Association: URL: http://www.cmpa-acpm.ca/cmpapd04/docs/ela/flash/informed_consent_profiling-e.cfm?id=gpg
e-Learning Module: Intro to the Mental Status Exam
Know the role of the Mental Status exam (MSE) in the assessment and management of the patient. Understand the differences between the MSE, the MMSE, and the psychiatric interview. Elicit elements of the MSE during the psychiatric interview. Verbal report and write up of the psychiatric interview, including MSE.
e-Learning Module: MSE part 2: Assessment of psychosis
Psychotic symptoms are common in a wide variety of medical, psychiatric, and substance-induced disorders. They are important to illicit and have important implications for diagnosis, treatment and management.
e-Learning Module: MSE part 3: Assessment of suicide and violence risk
While psychiatric disorders are common, and many can be deadly, they are also treatable. You can make an enormous difference in morbidity and mortality through proper suicide assessment. Suicidal intent is a medical emergency.
Essential Clinical Experience: Assessment of capacity to consent to treatment
Essential Clinical Experience: Obtain informed consent for a procedure or treatment.
Essential Clinical Experience: Participate in a discussion in which aspects or limits of confidentiality are explored.
Essential Clinical Experience: Participate in a discussion regarding decisional capacity.
Essential Clinical Experience: Participate in a discussion, or prepare a written analysis, in regards to an ethical dilemma.
Essential Clinical Experience: Participate in the completion of Mental Health Act forms.
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: Ethics in Obstetrics and Gynecology
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Mutation Patterns and Genetic Counselling (Archived)
Understand the basic concepts of genetic counselling: Referral; Non-directive counselling; Informed consent; Ethical issues; Advantages; Disadvantages. Understand the basic concepts of pedigree analysis. Know the basic pedigree analysis symbols. Be able to construct a pedigree based on provided family history. Calculate basic risk assessments. Advantages of using a pedigree analysis. Disadvantages of using a pedigree analysis
Large Group Session: Professionalism Session 2: Intro to Ethics
Students will have the opportunity to broadly understand ethical principles and the ethical climate in healthcare. Appreciate the intersection of professionalism, character, and individual moral agency. Explore the role and responsibility of medical students and physicians regarding ethical issues, with specific consideration to privacy, confidentiality, trust and vulnerability.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Research Ethics
This session will provide an introduction to ethical concepts in research including case-based exploration of core principles. The rationale and principles for the ethical conduct of clinical research.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Small Group Session: Professional Competencies in Surgery
Groups of 6-10 students with a surgeon facilitator will describe their Procomp moment to the group.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Hannah Rosen Part 2 IF Chronicity and Complexity
Hannah Rosen is 18-year-old female who presents to the outpatient clinic after a frantic call to the receptionist earlier during the day. Hannah has been coming to the clinic for the past 16 years for treatment and monitoring of her cystic fibrosis. Her parents, who have been supportive, are out of town on an anniversary cruise and Hannah didn’t know who to call. Hannah states she has been having increased sputum production, low grade fever and difficulty catching her breath over the past few days. She took the action plan of ciprofloxacin she has at home. She takes this when her respiratory symptoms worsen. Hannah states she has been compliant with her antibiotics, but her symptoms suddenly got worse overnight. Hannah does not want her parents to know about this and asks that they not be contacted about her hospital visit. On examination, Hannah appears in distress. She is using her intercostal muscles to help her breathe and appears cyanotic and diaphoretic. Her vitals are taken by the clinic nurse while they are waiting for her pediatric respirologist to finish with the previous patient. Hannah’s temperature is 39.1, oxygen saturation is 91 percent, heart rate is 115 and her blood pressure is 100/60. The nurse calls for immediate help and Hannah is taken to the ICU where she is placed on oxygen. Chest x-ray and additional blood work including ABGs are ordered.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: McFadden Family IF Maternal and Child Health Risks
Claire brings infant Marie to her family physician for the 2-month well baby visit, alone. When asked how she and Dave are adjusting, she mumbles “fine.” Marie has been “fussy” during the night, and Claire is finding breast-feeding to be a challenge. Newborn examination is performed, the Rourke baby record is completed and no concerns noted. Claire is motivated to breastfeed but she says Dave thinks formula is better and is worried the baby is not getting enough milk and that is why she is crying. “He says it is my fault.” The benefits of nursing to mom and baby are reviewed, along with formula options, and a referral to a lactation consultant is made. Two weeks later, the office receives an “urgent” call from Claire’s aunt asking that she be seen. Notably, Claire did not bring in baby Marie for a follow-up, in spite of a reminder call from the office. Claire is booked as the last appointment of the afternoon, and reception staff comment they heard screaming in the background while Claire’s aunt made the call. One receptionist says “things are not right” in the McFadden family.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
e-Learning Module Completion: Abortion
e-Learning Module Completion: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.8 Balance personal values and beliefs with professional and societal ethics

Activity Objectives
Identify different physician remuneration models and analyze the benefits/drawbacks of each.
Compare OHIP based physician remuneration with private billing.
Appreciate the intersection of professionalism, character, and individual moral agency.
Clerkship Objectives
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
End of Life Management
Demonstrate sensitivity to cultural issues (e.g., age, sex, culture, disability).
Balance personal and professional responsibilities to ensure personal health, academic achievement, and the highest quality of patient care.
Always behave as a professional with honesty, integrity, commitment, compassion, efficiency, competency, and altruism.
Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
General Objectives
Describe how individuals develop capacity for moral thought and how personal values impact on moral reasoning.
Explain how the PIP expectations are regulating their own attitudes and behaviours as early medical students.
Importance of personal and professional ethics.
Demonstrate sensitivity to the value system of patients (colleagues, other health care providers – ethical vs professionalism) and others.
Integrate moral reasoning and judgment with communication, interpersonal, and clinical skills to provide the patients with effective and ethical care.
Summarize the ethical, legal obligations and duty of care that physicians have for patients, colleagues and, communities, and the tensions that may arise from these responsibilities.
Global Objectives
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Active Large Group Session: Practical Genetics
Active Large Group Session: Running a Practice and the Costs Associated
Remuneration models. OHIP vs private billing. Costs associated with working in a hospital vs a clinic. Benefits of Medical Professional Corporation.
Active Large Group Session: Substance Use Disorders
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
e-Learning Module: Abortion
Large Group Session: Ethics in Obstetrics and Gynecology
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Self Care: Striving and Thriving, Not Merely Surviving
This session provides an introduction to self-care for medical students.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Rosemary and Tony MF3 Reproduction
Rosemary, a 38-year-old G2A1, is seen with her 42-year-old husband for their first antenatal visit. She is 10 weeks 1 day pregnant by an LMP of January 18th. She is sure of the date and her periods were 4 days every 28-30 days. She states that she is trying to eat quite well because she does not believe in taking vitamins. She says that she tries to have a gluten-free diet. Rosemary had a therapeutic abortion when she was 27. She and her husband are both healthy. She is on no medications. Both of their families are from Ireland and they do not know of any family health problems. Their GP discusses issues regarding the pregnancy with them, including dietary issues and the potential benefits of a prenatal vitamin and an iron supplement. Rosemary’s prenatal bloodwork is normal. She is booked for an ultrasound, which is done at 12 weeks. The ultrasound is normal and shows a single embryo with measurements consistent with her LMP. At 17 weeks, her GP calls to tell her that her IPS test is positive for Down syndrome and she would like the couple to go to the University hospital to discuss their options. They are devastated with the news and do not know what to do as they are both Roman Catholic.
Tutorial: Tutorial Skills Tune-up MF1
e-Learning Module Completion: Abortion
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.9 Maintain appropriate boundaries with patients and other professionals

Clerkship Objectives
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
To perform a complete obstetrical physical examination.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
To perform a complete gynecologic examination.
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
To perform a physical examination on a labouring patient.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
To perform a physical examination on a gynaecological patient presenting for emergency care.
To develop the skills to perform an appropriate sexual health history procedures.
General Objectives
Receive an orientation to the Professionalism in Practice expectations of the medical program.
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Demonstrate skills of negotiation and conflict resolution.
Apply standards of care, institutional policies, and standard operating procedures.
Understand the importance and impact of interpersonal interactions in both professional and personal settings.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Active Large Group Session: Personality Disorders
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Large Group Session: Professionalism: Social Media (Archived)
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Debate Session and Countertransference and burnout
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.10 Manage conflicts of interest and dual relationships.

Clerkship Objectives
Describe the anesthetic management of the patient undergoing Cesarean section
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Employ value constructs foundational to the practice of medicine and the delivery of health care, including constructs related to vulnerable and marginalized populations and to the recognition of cultural diversity (using a broad definition and understanding of culture).
Explain how the PIP expectations are regulating their own attitudes and behaviours as early medical students.
Employ strategies for successful team functioning as they apply to various learning environments.
Demonstrate skills of negotiation and conflict resolution.
Demonstrate awareness of how social contexts and epistemological perspective, such as privilege and power, contribute to uncertainty and ethical challenges in practice.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Large Group Session: Professionalism Session 1: Intro to Professionalism in Practice
An introduction to the Professionalism in Practice document.
Large Group Session: Professionalism: Social Media (Archived)
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.

5.11 Demonstrate trustworthiness and reliability that makes colleagues feel secure when one is responsible for the care of patients

Clerkship Objectives
Demonstrate appropriate care of unconscious patients (i.e. protecting patient head and limbs)
Be reliable and responsible in fulfilling obligations.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients.
Demonstrate a strong work ethic, respect and organization that instills confidence in patients, families, and members of the health care team.
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Describe the range and scope of contemporary medical practice as well as the role of the physician in emerging health care models.
Apply standards of care, institutional policies, and standard operating procedures.
Understand the importance and impact of interpersonal interactions in both professional and personal settings.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Large Group Session: Professionalism Session 1: Intro to Professionalism in Practice
An introduction to the Professionalism in Practice document.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.12 Present oneself professionally to patients, families, and members of the health care team

Clerkship Objectives
Consistently fulfill the clerkship expectations of professional behaviour.
Professional behaviour
Demonstrate professional behaviours in practice including: honesty, integrity, commitment, compassion, respect and altruism.
To demonstrate communication skills appropriate to the sensitive and personal nature of the specialty.
To perform a complete obstetrical physical examination.
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
Conduct an effective patient interview to elicit appropriate information in patients presenting with the required presentations/conditions listed in the priority topics below.
Perform patient interview in a patient centered manner, using verbal and non-verbal means to create an empathetic and respectful environment for a variety of patients (including the frail elderly).
To perform a complete gynecologic examination.
Validate and obtain historical information from other relevant informants (eg. partner, caregiver, Community Care Access Centre, family physician) where indicated.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Take a history from a geriatric patient with special emphasis on physical and mental functioning.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Describe the anesthetic management of the patient undergoing Cesarean section
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Broaden their Procomp experience by observing a discussion obtaining consent for surgery with a patient, an explanation of an adverse event or ‘bad news’ to a patient, and/or positive examples by mentors dealing with challenges to ethics, communication or professionalism.
To perform a physical examination on a labouring patient.
To demonstrate proficiency in intrapartum cervical assessment to assess labour progress.
Maintain a professional appearance.
To perform a physical examination on a gynaecological patient presenting for emergency care.
To be appropriately dressed and groomed for clinic and hospital work.
To describe the mechanisms of both vaginal deliveries and caesarean sections.
To be punctual in attendance for educational and clinical duties.
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Employ value constructs foundational to the practice of medicine and the delivery of health care, including constructs related to vulnerable and marginalized populations and to the recognition of cultural diversity (using a broad definition and understanding of culture).
Describe how the PIP expectations relate to expectations of practicing physicians.
Demonstrate skills of negotiation and conflict resolution.
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Understand the importance and impact of interpersonal interactions in both professional and personal settings.
Active Large Group Session: Communication Skills With Improvisation and Drama
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: History Taking and Integration Week
To discuss and to practice history taking and patient-centered communication skills.
Clinical Skills Sessions: Introduction to Effective Physician-Patient Communication
To describe and to practice applying effective patient-centered communication skills as part of history-taking to assist with building and strengthening the patient-physician relationship.
Clinical Skills Sessions: Introduction to History Taking
To describe how to perform the components of the medical history.
Large Group Session: Professionalism: Social Media (Archived)
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
PC Session: Communication Skills 1
This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.
PC Session: Communication Skills 2
This is the second session during which students will practice communicating with Standardized Patients.
PC Session: Communication Skills 3
In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.
PC Session: Communication Skills 4
During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Serious Illness Conversations
Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

5.99 Other professionalism

Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.

6. Systems-Based Practice: Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on resources in the system to provide optimal health care

6.1 Understand the systems of healthcare, including federal, provincial, municipal and local, and the influences they have on the health of individuals and populations

Activity Objectives
Identify different physician remuneration models and analyze the benefits/drawbacks of each.
Compare OHIP based physician remuneration with private billing.
Describe how kidney transplants are allocated.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Demonstrate the ability to operate electronic patient information systems.
Identify non-accidental trauma and understand the urgency of immediate referral.
Knowledge of legal issues, the Mental Health Act and when to invoke it: risk to self and others, obligatory reporting; Use of Legal Certification Forms under the Mental Health Act; duty to warn, exceptions to requirement for consent; role of Community Treatment Orders (CTO); capacity and informed consent, right to refuse treatment, exceptions to requirement for consent.
Demonstrate the ability to write physician orders under supervision.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Understand how to complete a death certificate.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Demonstrate awareness of hospital policies affecting patient care (e.g., use of restraints, infection control practices).
Demonstrate awareness of regulations concerning psychiatric confinement of medical patients.
General Objectives
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Identify a patient centered approach to care for individuals with chronic illnesses.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Theme 5: Principles of psychcopharmacology
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Describe the role of infection control in preventing the acquisition and spread of infectious diseases.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Identify the ways in which health systems (federal, provincial, municipal, private, non-governmental) can address structural barriers to reduce inequities in health status between population groups.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Active Large Group Session: Acute and Chronic Pain
Active Large Group Session: End-of-Life Care
Active Large Group Session: Occupational Medicine
Active Large Group Session: Outbreak Management
Active Large Group Session: Running a Practice and the Costs Associated
Remuneration models. OHIP vs private billing. Costs associated with working in a hospital vs a clinic. Benefits of Medical Professional Corporation.
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Mental Health Law & Consent and Capacity
To discuss the roles of the Health Care and Consent Act; Substitute Decisions Makers Act; Mental Health Act.To review Consent and Capacity. How to evaluate Capacity. Beyond the Form 1.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
Large Group Session: Patient safety and risk management in obstetrics and gynecology
To review common definitions in the language of patient safety. To highlight various aspects of risk in obstetrics and gynecology. To examine two programs currently available in obstetrics as prototypes to reduce risk: ALARM - (Advances in Labour and Risk Management) MORE (Management of Obstetrical Risk Efficiently).
Large Group Session: What is Mental Illness (Archived)
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Gender in Medicine
Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Ethel MacConkey IF Host Defence and Neoplasia
Ethel is a 76 year old widow. She has a history of hypertension (treated with a thiazide diuretic and a calcium channel blocker), hyperlipidemia (treated with an HMGCoA reductase inhibitor), and obesity. Apart from this, she has been relatively healthy, and plays an active role with her 3 grandchildren as well as her church. Unfortunately, over the past few years, she has had increasing difficulty walking because of pain from osteoarthritis in her hips (especially her right hip) and, to a lesser extent, her knees. She therefore undergoes a right total hip arthroplasty. After 6 days in hospital, she is transferred to the rehab ward for further physiotherapy to improve her mobility. Five weeks into her rehab stay she develops a fever of 38.7 C. Additionally her physiotherapist has noticed that over the past 7-8 days Ethel has been less willing to participate in her exercises due to complaints of pain in her right hip. Concerned about Ethel's fever, the nurses give her acetaminophen and call the attending physiatrist to assess the patient for a potential infectious source.
Tutorial: Godlewski Family IF Host Defence and Neoplasia
Paula Godlewski is a 50 year old Jewish woman of east European descent. She comes to the appointment with her daughter Anna. She has come to be assessed by a medical oncologist for consideration of systemic therapy following the diagnosis of a node positive breast cancer. Anna, who is 25 years old, asks if this cancer is inherited and whether she will get breast or ovarian cancer. she asks whether she should have prophylactic mastectomies and oophorectomies if her tests were to be positive.
Tutorial: Mary Jane Morrison MF3 Reproduction
Mary Jane, a healthy 22-year-old woman, is seen in a walk-in clinic for abnormal vaginal discharge. She is otherwise healthy and not taking any medications. Her immunizations are up to date, though she is unsure if she received the HPV vaccination as a teen. Mary Jane has been sexually active for 2 years. She has never had a Pap smear. She tells you that she has tried the birth control pill in the past but is not taking it because it “makes her sad”. She uses condoms instead. Three months ago, she had unprotected sex one time with her current partner. She confides in you that she thinks her current partner "sleeps around" on her and she’s here today because she wants to get “checked”. When taking a detailed sexual history, you discover that she has intermittently experienced pain during sexual intercourse and some post-coital bleeding. Mary Jane minimizes these symptoms and tells you that this is normal for her. On examination she looks well but is very nervous. Vitals signs are within normal limits. Head and neck, respiratory and cardiac examinations are all normal. Abdominal exam does not reveal any masses or areas of tenderness. Skin and joints are all normal. Genital examination does not reveal any lesions. Pelvic examination reveals some purulent discharge from the cervical os. Swabs are collected from the cervical os and result in bleeding. Bimanual examination does not elicit any cervical or adnexal tenderness. You discuss the role of cervical cancer screening and how it relates to HPV, a sexually transmitted infection. Mary Jane agrees to return in 2 weeks for a Pap smear.
Tutorial: McFadden Family IF Maternal and Child Health Risks
Claire brings infant Marie to her family physician for the 2-month well baby visit, alone. When asked how she and Dave are adjusting, she mumbles “fine.” Marie has been “fussy” during the night, and Claire is finding breast-feeding to be a challenge. Newborn examination is performed, the Rourke baby record is completed and no concerns noted. Claire is motivated to breastfeed but she says Dave thinks formula is better and is worried the baby is not getting enough milk and that is why she is crying. “He says it is my fault.” The benefits of nursing to mom and baby are reviewed, along with formula options, and a referral to a lactation consultant is made. Two weeks later, the office receives an “urgent” call from Claire’s aunt asking that she be seen. Notably, Claire did not bring in baby Marie for a follow-up, in spite of a reminder call from the office. Claire is booked as the last appointment of the afternoon, and reception staff comment they heard screaming in the background while Claire’s aunt made the call. One receptionist says “things are not right” in the McFadden family.
Tutorial: McFadden Family Part 2 IF Maternal and Child Health Risks
Marie is brought in periodically to the office by Claire and is 2 months behind on routine 1-year vaccinations at 14 months of age. At today’s visit she is brought in by Claire’s aunt. Her aunt asks you if you have heard the latest? Child Protection Services (CPS) is now involved as Dave “hit the baby” and caused a nosebleed and a small bruise to her forehead. Marie was seen at the Urgent Care as it was a Sunday, and the physician there notified CPS. Dave has now moved out of the home and will only be allowed supervised visitation if he completes anger management counselling and parenting classes. “Finally, he will get the help he needs!” the aunt exclaims. You ask about Claire and her aunt says she is exhausted and asked her aunt to bring Marie to this appointment. Claire’s aunt wonders if Claire is also embarrassed by the breakdown of her relationship with Dave, and feels guilty that she could have done more to protect Marie.
Tutorial: Myles Downie IF Chronicity and Complexity
Myles is a 24-year-old male arriving at a tertiary trauma centre from Manitoulin Island after a witnessed jump off a local railway crossing bridge. Myles was initially brought to the local community hospital where ATLS protocol was initiated by the rural ER physician. He was found to be hypotensive 82/45 mmHG, tachycadiac 120 bpm, and hypothermic at 34.5 C. X-rays revealed a pelvic fracture, a pneumothorax requiring a chest tube and bilateral open calcaneal fractures. Myles was then stabilized and transferred to the nearest tertiary centre 2 hours away via helicopter. Myles is well known to the local ER team in his home community of Zhiibaahaasing First Nations on Manitoulin Island for persistent suicidal ideation episodes. Myles comes from a large close-knit family with many of his relatives reunited over the past few years due to their own issues with being victims of the Residential School Act in their early years. Myles has tried to take his own life on several occasions, stating “I cannot take the pain forward from my ancestors anymore, it must die with me”. According to his sister and uncle, Myles began consuming more illicit substances and marijuana after his father took his own life 10 years ago and his mother was unable to take care of Myles and his siblings. His mother moved away, and Myles and his siblings were split up amongst several family members and placed in foster care. Despite leaving high school in grade 10, Myles has had some landscaping jobs and tree planting jobs over the past few years. Myles has been sent on two occasions to rehabilitation centres in Ottawa for substance abuse, but feels his problems are not addressed in these environments due to lack of cultural awareness. Myles enters the ER setting intubated with a chest tube in situ as well as a pelvic binder on. His lower extremities are in soft splints with dressings applied. The transfer team established additional IV access and has administered 2L of crystalloid fluids on route as well as rewarmed patient as he was quite cold when he left the Manitoulin hospital with a temperature of 35.4 degrees. They also report that Myles was given antibiotics and tetanus before leaving
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Shane Williams MF4 Host Defence (Archived)
Shane is 20 years old, and is excited to have just joined the army. Growing up in northern Ontario, it was always one of Shane's dreams to see the world and serve his country. Shane joined just 6 months ago and is in training in preparation for an overseas mission. He is very healthy, aside from a prior splenectomy performed for a traumatic splenic rupture. However, on Saturday he is feeling slightly unwell, with some chills, headache and general fatigue. Despite it being his day off, he decides not to go into town with his friends. Later that day, his friends return, and Shane looks terrible: he is pale, obtunded, and has a rash on his feet. They call the base nurse, who urgently calls the doctor on-call, and a decision is made to transport him into town to the Emergency Room via ambulance. In the ER, Shane is seen by the triage nurse, who puts him in isolation precautions in a closely monitored setting. He is immediately attended by the ER physician, who notes complete unresponsiveness, a rigid neck, blood pressure of 70/pulse (i.e. no diastolic blood pressure was obtainable), HR 140/min, RR 28, and T 39.1 degrees celsius. A petechial rash is noted on his extremities, and his skin is mottled.
Tutorial: Vivian Chu MF4 Host Defence (Archived)
Vivian, a 37-year-old IT consultant, woke up early this morning with profuse vomiting, watery diarrhea and abdominal cramps. She first tried to fight this illness on her own by drinking water, however her symptoms were persistent and her husband brought her to the emergency room. In the ER, she was first seen by the triage nurse, who decided that she should be isolated with "enteric precautions" and noted she was febrile with a temperature of 38.6 C. She was subsequently seen by the ER physician who discovered the following: Vivian is an otherwise healthy woman, with no known medical problems and only takes a multivitamin daily. The day prior she had attended her 5 year old niece's birthday party. She cannot recall any sick contacts but is not sure if anyone else from the party has developed similar symptoms. Additionally, she recently returned from a trip to India 5 days prior. She went on a business trip for a week and stayed to travel the country for another 3 thereafter. She did not receive any pre-travel advice or prophylaxis.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.2 Identify aspects of the healthcare system that serve as barriers and enablers of providing healthcare to and optimizing the health of patients and the population

Activity Objectives
Describe food security as a social and biological determinant of health.
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Identify non-accidental trauma and understand the urgency of immediate referral.
Knowledge of the determinants of health and outcomes in mental illness (e.g. poverty, immigration, cultural factors).
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Identify barriers that prevent children from accessing health care including: financial, cultural, and geographic.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Describe systematic mechanisms to increase safety in the delivery of inhalation and intravenous drugs including labeling of syringes, needle recapping, use of needleless systems, preventing hypoxic anesthetic mixtures, etc.
To describe the relationship between psychologic issues and obstetric and gynecologic events.
General Objectives
Describe the significance and frequency of caregiver fatigue, and strategies employed to address it.
Recognize how an interdisciplinary team can help manage a patient with complex chronic disease.
Identify a patient centered approach to care for individuals with chronic illnesses.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Socio-economic situation.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Explain the concept of secondary prevention as it pertains to coronary artery disease.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Develop an approach to management of respiratory diseases: medications (including oxygen), behavioural modifications and population measures for prevention.
Describe the mechanisms for system improvement, including: responsible reporting, whistleblowing, and internal and external approaches.
Global Objectives
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Occupational Medicine
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
e-Learning Module: Airway Management
e-Learning Module: Oxygenation
e-Learning Module: Ventilation
Large Group Session: What is Mental Illness (Archived)
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: HEART
Health and Equity through Advocacy, Research and Theatre (HEART). HEART is a medical student-led, inter-professional education program which aims to improve health care for marginalized populations through the use of simulation-based learning and participatory theatre.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Tutorial: Ali Khan IF Chronicity and Complexity
Ali is an 8-year-old boy who is a patient in the pediatric clinic. Ali’s parents have brought him to the clinic today because they are concerned about his ongoing vomiting. You briefly review Ali’s medical record to familiarize yourself with his medical issues: Past Medical History: Cerebral palsy, spastic quadriplegic GMFCS Level V; Severe intellectual disability; Microcephaly; Scoliosis; Visual impairment; Epilepsy; Gastroesophageal reflux disease.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Devi Gopal MF1 Respirology
A 55 year-old lady is reviewed in the Respirology clinic because she has become increasingly breathless and can no longer keep up with her friends when walking. The referral letter notes that she has no history of heart disease. She denies any cough, wheezing, or chest pain. She does say that she spends a lot of her time lying down in bed because this eases her breathlessness.
Tutorial: Melissa Wang IF Host Defence and Neoplasia
Melissa is a 35-year-old mother of three who works in marketing. She is being seen in consultation by the Internal Medicine service while admitted to Thoracic Surgery for an empyema. Three months prior she began to have cough with intermittent fevers and chills. She has been treated as an outpatient by her family doctor with Amoxicillin, Azithromycin and Levofloxacin over this time. Her symptoms would initially improve but would return within days of completing her antibiotic course. Her condition continued to worsen until this admission. On review of her past history, she has chronic facial pain and pressure with frequent purulent discharge, and typically has 2-3 sinus infections per year requiring antibiotics. She has never had pneumonia before this year. She has never received pneumococcal vaccination. She received her childhood immunization series and had her last tetanus and diphtheria booster 4 years ago. She has been re-vaccinated for measles, mumps, rubella twice, after prenatal evaluation deemed her non-immune. Prior to onset of these symptoms, her only medication was the oral contraceptive pill. In addition to leaving recommendations to manage her empyema, you wonder about her history of recurrent sinusitis and recent pneumonias. As such, you order some screening bloodwork.
Tutorial: Novak B. Part 4 IF Chronicity and Complexity
Novak B. is now 68 years old. He comes to the office today complaining of shortness of breath and fatigue on exertion. While Novak B. denies chest pain, over the last 3-4 weeks he has been getting more short of breath. He first noticed this when he was playing golf with his friends a few weeks ago. He wasn't able to finish his 18-hole game, despite using a cart. He walks his dog about 1 km every evening and usually stops every 250 m due to leg cramps. Lately, however, he has needed to stop every 100 m due to leg cramps as well as at the half-way mark due to fatigue. For the last week, he has been increasingly sleeping in his recliner rather than his bed due to difficulty breathing; however, he denies waking up gasping for air when you ask. He is still struggling with a burning sensation in his feet and legs and wakes up at night to “shake it off”. His once thin legs are becoming increasingly swollen as the day progresses. He denies any cough, fever or night sweats. He feels his heart is running faster at times, especially when physically active. You know that his spouse passed away last year after a long battle with cancer. He has 2 children who live out West. When questioned about alcohol intake, he admits that he has been drinking more alcohol since his spouse passed away.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Psychotherapy
Using 2 patient/case examples, students will work in pairs to practice CBT skills taking turns to play the role of the patient and the therapist working together using the sample cases and materials provided.
Tutorial: Sara Yamata IF Age-Related Health Care
Ms. Sara Yamata is a well 79-year-old woman, currently living alone in a condominium in your community, who attends an appointment with you, her longstanding Family Physician, for the purpose of a periodic health examination. Ms. Yamato is a retired High School English Teacher, who was widowed three years ago. She has one daughter, Elizabeth, and two grandchildren, all of whom live nearby. She is unaccompanied at the visit. Ms. Yamato reports that she has been doing well since you last saw her (for a blood pressure check six months ago), with no interim illnesses or admissions to hospital. Her chronic diseases remain well-managed. She reports having sustained at least one fall over the past 12 months (on the ice, when shoveling her driveway), but fortunately did not sustain any injuries. She remains independent with her ADLs and most of her IADLs; her daughter, Elizabeth, assists her with larger shopping trips and with preparation of her taxes. Her condominium performs the outdoor maintenance for its residents. Ms. Yamata continues to drive, with no reported difficulties, and remains active in her community by volunteering in the gift shop at her local hospital and attending a weekly social group at the Community Centre. With this information, you think about Ms. Yamato’s frailty status using a frailty model with which you are familiar. You review her past medical history and corresponding treatments, as listed in your EMR. Ms. Yamato brings her current prescription medications, in their original bottles from the pharmacy, to the appointment. At your request, she has also brought with her the multiple over-the-counter (OTC) and herbal medications that she is taking at home. She recognizes that she has “many bottles of pills” with her, and wishes to discuss which ones could be discontinued, if any. You spend some time thinking about approaches to deprescribing and approaching “polypharmacy” in older adults.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Tutorial: Teresa J. MF1 Respirology
Teresa, a 65-year-old woman, is brought to the emergency room by a friend who was unable to arouse Teresa completely. Her friend reports that Teresa had been unwell for three days with persistent vomiting. In the emergency room, Teresa is only semi-rousable. Her pulse is 130 and blood pressure is 100/70. Her breathing is rapid and deep. Teresa’s medical record indicates a history of poorly controlled diabetes and premature coronary artery disease, with a prior myocardial infarction at age 49. She is described as “treatment non-compliant” and is noted to have a “difficult psychosocial situation”.
Tutorial: Trauma and Addictions
The theme for this part of the tutorial is “Trauma and its impact in Psychiatry”. You are responsible for developing a “case presentation” for interactive learning and discussion. The case(s) can be completely made up, or based on a patient you have seen. You have one hour for your case presentation, discussion, and MCQ response/review. In preparation for this, please be familiar with and draw out the concept of Trauma- informed Care, the role of trauma in addictions (in particular) and other psychiatric presentations, and the role of psychotherapy and medication in management of trauma. The theme for this part of the tutorial is “Addictions”. The focus should be on addiction in physicians. You are responsible for developing a “case presentation” for interactive learning and discussion.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
e-Learning Module Completion: Airway Management
e-Learning Module Completion: Oxygenation
e-Learning Module Completion: Principles of Pharmacology and General Anesthesia
e-Learning Module Completion: Ventilation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.3 Advocate for quality patient care and optimal patient care systems that support patient- and population-centred care that is safe, timely, efficient, effective, and equitable

Activity Objectives
Describe food security as a social and biological determinant of health.
By the completion of this presentation attendees will be aware of questions to use in a suicide risk assessment.
Describe how to assess for suicide risk.
Identify the risk factors for suicide.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Engage in advocacy, health promotion and disease prevention with patients and families including: mental health, child maltreatment, healthy active living, safety, and early literacy support.
Identify non-accidental trauma and understand the urgency of immediate referral.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Practice non-stigmatizing attitude and advocacy towards those experiencing mental illness in demonstrating:
Advocate for quality patient care and optimal patient care systems.
Knowledge of social interventions and resources: Demonstrate understanding of the health care provider's role in patient advocacy; Finding and working with social agencies (CAS, food banks, CFS, Good Shepherd, AY, etc.); Understanding indications for OW and ODSP.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Demonstrate appropriate infection control practices and patient draping during physical examination to ensure patient safety and comfort.
Knowledge of the impact of stigma of mental illness upon patients, and society, and the role of advocacy.
Demonstrate awareness of hospital policies affecting patient care (e.g., use of restraints, infection control practices).
General Objectives
Explain the concept of secondary prevention as it pertains to coronary artery disease.
Describe the professional responsibility of the physician as Health Advocate in advancing the health and well-being of individuals, communities and populations.
Global Objectives
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: End-of-Life Care
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Occupational Medicine
Active Large Group Session: Substance Use Disorders
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Skills Sessions: Suicide Risk Assessment
By the completion of this presentation, attendees will be able to describe risk factors for suicide; be familiar with key components of a suicide risk assessment; be aware of questions to use in a suicide risk assessment.
Essential Clinical Experience: Participate in a discussion that involves issues pertaining to patient safety.
Large Group Session: End of Life Care-Part 1 (Archived)
To sensitize you to the issues of End of Life care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: End of Life Care-Part 2 (Archived)
To define palliative and end-of-life care. To illustrate clinical aspects of palliative care. To provide context to your development as future physicians. To stimulate inquiry and reflection.
Large Group Session: What is Mental Illness (Archived)
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: HEART
Health and Equity through Advocacy, Research and Theatre (HEART). HEART is a medical student-led, inter-professional education program which aims to improve health care for marginalized populations through the use of simulation-based learning and participatory theatre.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Dorothy Little MF4 Neoplasia (Archived)
Dorothy Little is a 69 year old woman who underwent a modified radical mastectomy three years ago for a 4 cm, grade II infiltrating ductal carcinoma of the left breast. Three lymph nodes were involved and lympho-vascular invasion was seen. The tumour was both estrogen and progesterone receptor positive but Her2/neu negative. She declined adjuvant hormonal therapy and has been assessed regularly by her family physician
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Clerkship Reflection Paper: Giving Bad News / Advocacy
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.
Direct Observation Tool: Contribute to a culture of safety and improvement
e-Learning Module Completion: Ethical Decision Making in Emergency Medicine
By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Triage Shift Log
Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.4 Apply concepts of global health and social medicine to the health of individual patients and populations using the ecology, economy, equity framework

Activity Objectives
List three barriers in our society that may impede reduction or elimination of social inequity and its effects on health.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Identify non-accidental trauma and understand the urgency of immediate referral.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
General Objectives
Define and discuss concepts of health, wellness, illness, disease, and sickness (including WHO and Health Canada definitions, Lalond Report, Ottawa Charter for Health Promotion).
Illustrate how diverse factors (sociocultural, psychological, economic, occupational, environmental, legal, political, spiritual, and technological) interact to influence the health of an individual and the population.
Describe approaches and challenges to working with different vulnerable populations to improve their health. (ex. people experiencing homelessness; people at extremes of the age continuum).
Describe the role that physicians can play in promoting health and preventing diseases at the individual and population level.
Describe the professional responsibility of the physician as Health Advocate in advancing the health and well-being of individuals, communities and populations.
Understand how public policy can influence community-wide patterns of behaviour and affect the health of a population.
Global Objectives
Upon completion of this problem, students should be able to explain and apply the mechanisms which regulate blood pressure homeostasis as well as the pathophysiology and approach to essential hypertension.
Upon completion of this problem, students will be able to describe the mechanisms of the third stage of labour and be able to discuss the factors that can lead to postpartum hemorrhage (PPH).
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Occupational Medicine
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Large Group Session: Infectious Disease from a Global Perspective (Archived)
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Global Health
This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
Tutorial: Devi Gopal MF1 Respirology
A 55 year-old lady is reviewed in the Respirology clinic because she has become increasingly breathless and can no longer keep up with her friends when walking. The referral letter notes that she has no history of heart disease. She denies any cough, wheezing, or chest pain. She does say that she spends a lot of her time lying down in bed because this eases her breathlessness.
Tutorial: Samira Shah 2 MF3 Reproduction
One hour after giving birth to baby Varkey, Mrs. Shah states that she feels lightheaded as she sits upright for the first time. Her midwife who has been monitoring her closely following the delivery helps her to lay back down. She notes that Samira is somewhat pale and that her pulse is rapid and thready. She palpates the uterus and finds the fundus is above the umbilicus. As the midwife massages the fundus, a large grapefruit size blood clot is expressed followed by blood that soaks the bed sheets. As summoned help arrives, Samira’s BP is found to be 85/50 and her heart rate 120.
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Tutorial: Teresa J. MF1 Respirology
Teresa, a 65-year-old woman, is brought to the emergency room by a friend who was unable to arouse Teresa completely. Her friend reports that Teresa had been unwell for three days with persistent vomiting. In the emergency room, Teresa is only semi-rousable. Her pulse is 130 and blood pressure is 100/70. Her breathing is rapid and deep. Teresa’s medical record indicates a history of poorly controlled diabetes and premature coronary artery disease, with a prior myocardial infarction at age 49. She is described as “treatment non-compliant” and is noted to have a “difficult psychosocial situation”.
Tutorial: Tutorial Skills Tune-up MF1
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.

6.5 Work effectively in various health care delivery settings and systems relevant to a variety of clinical specialties

Activity Objectives
Identify the costs associated with working in a hospital as opposed to working in a clinic.
Clerkship Objectives
Work effectively in various health care delivery settings and systems relevant to one's clinical specialty.
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Identify non-accidental trauma and understand the urgency of immediate referral.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Demonstrate awareness of hospital policies affecting patient care (e.g., use of restraints, infection control practices).
To perform a physical examination on a gynaecological patient presenting for emergency care.
To perform a history of gynaecologic problems presenting to the emergency room.
To demonstrate skills required to assist at gynaecologic surgery.
General Objectives
Employ strategies for successful team functioning as they apply to various learning environments.
Demonstrate skills of negotiation and conflict resolution.
Demonstrate management of practice environments, including charting, public reporting expectations, and malpractice risks.
Demonstrate appropriate behaviours, habits, and skills required for referral and consultation.
Active Large Group Session: Running a Practice and the Costs Associated
Remuneration models. OHIP vs private billing. Costs associated with working in a hospital vs a clinic. Benefits of Medical Professional Corporation.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Intro to EMS (Emergency Medical Services)
By the end of the session you should be able to: List the scope of practice for emergency responders (fire, paramedics); Describe the purpose of the Regulated Health Professions Act; Give a definition of “delegated act” with respect to paramedicine; Describe the difference between on-line and off-line medical direction; List the elements for termination of resuscitation in the field.
Large Group Session: Orientation to Emergency Medicine
Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.6 Coordinate patient care within the health care system relevant to a variety of clinical specialties

Activity Objectives
Describe how blood products are managed at a systems level and describe various settings across disciplines in which they are used.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Demonstrate a basic understanding of the way the ED works (basic functioning, referrals, role of other health professionals).
Accurately and succinctly communicate case presentations through written and verbal formats in various contexts (inpatient, outpatient, new patient, follow-up).
Identify non-accidental trauma and understand the urgency of immediate referral.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Knowledge of social interventions and resources: Demonstrate understanding of the health care provider's role in patient advocacy; Finding and working with social agencies (CAS, food banks, CFS, Good Shepherd, AY, etc.); Understanding indications for OW and ODSP.
Understand the roles of and collaborate with allied health professionals in a patient’s care.
Dictate clear, succinct, and timely discharge plans.
Undertake discharge planning including arranging and communicating follow-up plans.
General Objectives
Contrast a physician’s professional roles, responsibilities, and scope of practice with the respective professional roles, responsibilities, and scopes of practice of other health professionals.
Explain the importance of ruling out medical and substance-related causes of psychiatric symptoms.
Judge when and how to involve or consult other health professionals in patient care, as appropriate to a health professional’s roles, responsibilities, scope, and competence.
Demonstrate strategies for establishing common goals, continuity of care, and a climate for collaborative practice amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Illustrate how a physician’s language and behaviour can facilitate interdependent, appreciative, and trusting working relationships amongst a team of health professionals.
Pain or other forms of somatic distress.
Maladaptive behaviours.
Recurrent interpersonal problems.
Global Objectives
Upon completion of this problem, students should be able explain the causes and management of preterm labour. Students should be able to describe the social and health impacts of teen pregnancy for teen parents and their children.
Upon completion of this problem, students should be able to identify maternal complications of pregnancy with an emphasis on hypertension, and describe resuscitative measures used in hypertensive emergencies (eclampsia). Students should be able to describe the significance of neonatal hypoglycemia and explain the principles surrounding newborn screening for inborn errors of metabolism.
Upon completion of this problem, students should have explored teratogenicity in pregnancy using warfarin and low molecular weight heparin as examples.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Claire McFadden Part 1 IF Maternal and Child Health Risks
Claire McFadden is a 16- year-old high school student, living with T1D since age 10, who is currently pregnant (G1). Claire has struggled with her diabetes management in the past but is trying to keep her sugars at target now that she knows she is pregnant. Her most recent HbA1C was 7.8%, and she is using an insulin pump. Claire is being followed concurrently by her endocrinologist and has had microalbuminuria and mild non-proliferative retinopathy but no other diabetic complications. She has been normotensive with a usual BP of 110/70. She was told to start prenatal vitamins with extra folate as well as to discontinue her ACE inhibitor when her pregnancy test was found to be positive. Claire was also started on low-dose ASA (LDASA) at 12 weeks. Her partner, Dave, is 18 years old and is unemployed, having graduated high school in the summer. Claire is living with Dave in her aunt’s apartment. Her pregnancy was unplanned, but she is now excited to become a mother. She is planning to take a year off from high school and then return to complete her high school diploma. Dave is unhappy about this and feels she should stay at home to take care of the baby. They have argued about this, and Dave feels it is Claire’s own fault if she does not like making sacrifices as she could have gotten an abortion like he wanted. Claire worries about Dave’s temper, explaining that when he found out she was pregnant, he yelled at her and then disappeared for a week. She thinks he will come around once the baby is born.
Tutorial: Claire McFadden Part 2 IF Maternal and Child Health Risks
Claire is a 35-year-old G1 with Type 1 DM. She had an episode of pyelonephritis at 26 weeks gestation and did well following this, and was last seen at 30 weeks. At 32 weeks Claire presents in St. Catharines with a headache and RUQ pain. Her husband says that Claire’s swelling, especially in her face, has worsened over the past 2 days. BP is 160/105. FH is normal. She has 4+ urine protein. Hb 142 g/L, platelets 152, AST 67, ALT 75, INR/PTT normal, fibrinogen 5.8 g/L, glucose 6.5 mM/L, creatinine 100 uM, urea 4.2 mM. Urinary ketones are negative. She is given morphine and oral labetalol. Her symptoms settle and BP is 145/95. Ultrasound shows a cephalic fetus with normal head and femur measurements but the abdominal measurement lags by 3 weeks. There is marked oligohydramnios. Doppler studies are abnormal. MUMC is called and a decision is made to transfer Claire. On arrival, she complains of severe RUQ pain. BP is 170/110. She has made very little urine and it is dark tea coloured. Hb 137 g/L, platelets 100, AST 265, ALT 310. Her urinary protein to creatinine ratio is 500 mg/mmol. She is given a dose of nifedipine and MgSO4 is started. A decision is made to do an immediate C/S with spinal.
Tutorial: JoAnne Wright MF3 Reproduction
JoAnne is a 28-year-old G4T1A2L1 Inuk from Baker Lake, Nunavut. Her last menstrual period was February 11. She has a regular, 28-day cycle and had a positive home urine test on March 14. She tells you that she is concerned because she had a DVT in her last pregnancy and was told that she has antiphospholipid antibody syndrome. She has been on warfarin since her son was born 2 years ago. She had 2 miscarriages at 8 and 10 weeks prior to her son being born. She is concerned about the effect of the medicine on her baby and also her risk of developing another clot.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Teresa J Part 2 MF1 Cardiovascular
You are called to see a patient in the ER who has presented with shortness of breath. You immediately recognize Teresa J, the 65-year-old female who was previously admitted for several weeks with acute lung injury earlier in the year. A quick review of her chart reminds you that she also has a history of poorly controlled diabetes and premature CAD with a prior MI at age 62. She looks distressed and is only able to talk in short phrases. She describes chest pain on the left side that gets worse when she coughs or moves. She has been getting weaker over the last 3 days. Her sputum is yellow, but she denies hemoptysis. She stopped taking all of her medications a week ago (furosemide, ASA, antihyperglycemics, metoprolol).
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.7 Incorporate cost, risk-benefit analysis and resource stewardship in patient and/or population-based care.

Clerkship Objectives
Describe the role of the preoperative anesthetic assessment with regards to optimizing patient risk.
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Write prescriptions accurately (under supervision).
Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care.
Identify non-accidental trauma and understand the urgency of immediate referral.
Demonstrate a rational approach to finite resource allocation in patient management; apply evidence in cost-effective care.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Practice appropriate medical resource management.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Explain the concept of balanced anesthesia and its role in modern general anesthetics
Understand responsibility associated with ordering investigations including: resource stewardship and high value care, awareness of range of normal, responsibility to follow-up and review results.
Consider the concepts of resource stewardship and high value care in making treatment decisions.
Understand responsibility associated with treatment strategies: cost, ensuring the patient understands and is able to adhere to the treatment plan.
General Objectives
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
Large Group Session: Patient safety and risk management in obstetrics and gynecology
To review common definitions in the language of patient safety. To highlight various aspects of risk in obstetrics and gynecology. To examine two programs currently available in obstetrics as prototypes to reduce risk: ALARM - (Advances in Labour and Risk Management) MORE (Management of Obstetrical Risk Efficiently).
PC Session: Foundations of Resource Stewardship
Resource Stewardship is a complex concept and skill set that is necessary for effective and efficient medical care. Some principles from the Choosing Wisely initiative and inherent in the medical practice of resource stewardship will be covered.
PC Session: Introduction to Evidence Based Medicine at Point of Care: Part 1
This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Tutorial: Eva Foster MF2 Hematology
Mrs. Foster is a 50-year-old female who comes to the ER complaining about some chest discomfort that seems worse when she takes a breath in and shortness of breath. She also feels like her heart is racing. Her past medical history is unremarkable except for mild hypertension. She usually takes an aspirin a day because she heard it was a good idea to take it, but she stopped taking it one week ago when she noticed some blood in her stool. She thinks her mother may have had a blood clot in her leg during one of her pregnancies. Mrs. Foster is married with no children. On physical examination in the emergency room, her HR is 110/min, RR 28/min, BP 122/70, oxygen saturation 86% on room air. Her chest and precordial exam are normal. Her left leg is normal in colour, slightly warm and edematous. The circumference of her left calf is 3 cm larger the circumference of her right calf. She complains of pain when you palpate behind her knee. Her pedal pulses are palpable. The ER staff person calculates her Wells Score and based on the result, orders a D-dimer blood test.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.8 Participate in identifying system-level gaps and errors and, where appropriate, identify, implement or participate in potential system-level solutions

Activity Objectives
Describe food security as a social and biological determinant of health.
Analyze food access as a determinant of health using geo-spatial and epidemiological methods to see if disparities exist across our distributed sites.
Understand the interactions between income, access, nutritional status and knowledge by exploring case-based patient scenarios.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Identify non-accidental trauma and understand the urgency of immediate referral.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Learn about the importance of identifying system errors and implementing potential systems solutions.
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
General Objectives
Explain the concept of secondary prevention as it pertains to coronary artery disease.
Describe the mechanisms for system improvement, including: responsible reporting, whistleblowing, and internal and external approaches.
Global Objectives
Upon completion of this problem, students will be able to describe the process of lactation and discuss the advantages and barriers to breastfeeding. Students will also be able to explain how disruptions in the normal flora can lead to Candidal infection.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Code Red
In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.
Active Large Group Session: Food Security
Mapping of food resources across Hamilton including supermarkets, community gardens and Food banks and to do the same for Niagara and Waterloo regions. We hope this leads to discussion about disparities in food access across communities and may tap into the concept of food deserts.
Active Large Group Session: Occupational Medicine
Clerkship Teaching Session: Vulnerable Patients
The aim of this session is to familiarize learners to poverty tool and various frameworks to help identify patients that may be vulnerable in some way. Understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care. (e.g. Aboriginals, recent immigrants, same-sex relationships, transgendered, marginally housed, disabled, age extremes).
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Patient safety and risk management in obstetrics and gynecology
To review common definitions in the language of patient safety. To highlight various aspects of risk in obstetrics and gynecology. To examine two programs currently available in obstetrics as prototypes to reduce risk: ALARM - (Advances in Labour and Risk Management) MORE (Management of Obstetrical Risk Efficiently).
Large Group Session: What is Mental Illness (Archived)
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Health Inequities: Early Childhood Development
In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Planetary Health
The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)
Tutorial: Shelley Williams MF4 Brain and Behaviour
Shelley is an 18-year-old female who lives with her parents and her younger brother. She had graduated from a local high school in June. Shelley received ODSP (Ontario Disability Support) when she turned 18 years of age because of her intellectual disability. Soon after, this young woman started working part-time at a local grocery store after completing a work placement but had taken a sick leave as of November. Her hobbies included painting, journaling, and video games. She has a few close friends she has known from grade 8 whom she sees over Skype. She has a younger brother, 16 years of age, Tom. Tom has always excelled in school, is popular, and plays on many sports teams. Her parents are Jennifer (42 years of age) and Peter (43 years of age). Her parents are Black Caribbean first-generation immigrants from Trinidad. Her father worked full time in the steel industry for many years until about a year ago when he took sick leave due to cardiovascular disease. Her father was described as being somewhat distant and critical of Shelley. Shelley described a very close relationship with her mother, who provided most of the instrumental and emotional support to Shelley over the years. Her mother was recently laid off in March from a restaurant where she worked as a waitress. Then she was quarantined for two weeks at home in her room in March with COVID. Shelley’s mother had residual fatigue and cough after recuperating from the acute symptoms of COVID. None of the other family members tested positive for COVID, but they all had vitamin D deficiency and started taking supplements.
Tutorial: Susanna Green Part 2 IF Chronicity and Complexity
Susanna is an Indigenous woman who lives in the Six Nations of the Grand River Reserve. She is well-known to you. She first met you in the outpatient setting during your day in family medicine rotation two years ago at the beginning of medical school. At that time, Susanna had several issues with the management of diabetes, including regular blood glucose monitoring and appropriate medical management. Susanna has a complex medical history including type 2 diabetes, hypertension, obstructive sleep apnea, and a previous myocardial infarction and subsequent triple coronary bypass graft. After a lengthy stay in ICU six months ago due to pneumonia and septic shock, she developed end stage renal disease and is currently receiving in centre hemodialysis through a tunneled internal jugular catheter twice weekly. You are currently on your clerkship selective on nephrology with Susanna assigned to your team. Susanna has been admitted for a worsening chronic wound on her right heel. Susanna states she was attending the Grand River dialysis outpatient clinic on the Six Nations reserve 2 days ago, when one of the nurses there noticed increasing drainage from her right heel wound. Susanna’s vital signs there revealed she was febrile at 38.1 degrees and tachycardiac at 110 beats per minute with blood pressure 90/50 mmHg, respiratory rate 17 breaths per minute, and oxygen 100% on room air. Bloodwork was then taken, and a septic workup was also ordered.
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Logbook/Portfolio: Ethics in Obstetrics and Gynaecology
Logbook/Portfolio: Triage Shift Log
Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.9 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications

Activity Objectives
Summarize the potential benefits of a Medical Professional Corporation and its impact on Personal Financial Planning.
Clerkship Objectives
For the following problems, the student will: Diagnose and recognize their importance. Analyze the situation and determine the urgency. Outline the management principles.
Demonstrate the ability to present a patient case in a clear, concise, and complete manner.
Demonstrate the ability to operate electronic patient information systems.
Write prescriptions accurately (under supervision).
Identify non-accidental trauma and understand the urgency of immediate referral.
Accurately and succinctly communicate case presentations through written and verbal formats in various contexts (inpatient, outpatient, new patient, follow-up).
Demonstrate the ability to write physician orders under supervision.
For the following disorders the student will interpret the information provided and synthesize an appropriate basic management plan including:
Recognize the impact of the condition on the child and their parents regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Understand how to complete a death certificate.
Demonstrate organised, complete, informative, legible, and accurate written/electronic information related to clinical encounters (such as: admission histories, progress notes, and discharge summaries).
Learn about the administrative and practice management responsibilities of a physician as part of the faculty of a university and as a practicing physician in a hospital.
Demonstrate clear, legible, and accurate ‘doctors orders’ (such as investigations, medication orders and outpatient prescriptions).
Undertake discharge planning including arranging and communicating follow-up plans.
General Objectives
Contrast organizational structures applied within institutions and agencies accountable for the delivery of health care.
Describe the range and scope of contemporary medical practice as well as the role of the physician in emerging health care models.
Demonstrate management of practice environments, including charting, public reporting expectations, and malpractice risks.
Apply standards of care, institutional policies, and standard operating procedures.
Global Objectives
Upon completion of this problem, students will be able to explain key concepts in Juvenile Idiopathic Arthritis (JIA).
Active Large Group Session: Running a Practice and the Costs Associated
Remuneration models. OHIP vs private billing. Costs associated with working in a hospital vs a clinic. Benefits of Medical Professional Corporation.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Transition to Clerkship Self-Directed Learning Path
Includes: Navigating an admission. N95 Mask Education. Prescription for a Lawsuit. Infection Control Review. Diagnostic Imaging Quality and Safety
Large Group Session: Mental Health Law (Archived)
An overview of mental health and consent law in Ontario. Consent and capacity. Consent to treatment doctrine as commonly applied at many Ontario health facilities. Consent to treatment doctrine as required by Ontario law. The Health Care Consent Act (HCCA) sets out a single set of rules for consent to treatment. Failure to obey the rules is defined by CPSO as professional misconduct.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Ethics - Consent
By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Watching a Video: How to present in the Emergency Department
How to present a patient history in an organized manner.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

6.99 Other systems-based practice

Clerkship Objectives
Learn how the clinical supervisors act in a consultative role to other health professionals.
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
PC Session: Hidden Curriculum
Define the concept of the “Hidden Curriculum.” Reflect on what forces allow the Hidden Curriculum to exist. Develop strategies to address Hidden Curriculum. Understand the impact of the Hidden curriculum on patients, learners and the healthcare system in general.
PC Session: History of Medicine
Appreciate a historical perspective for understanding medicine and its relationship to technology, medical education, and the relationship of body to mind; Gain an understanding of how society has viewed and reacted to doctors and medical practice; Learn how medicine has intersected with the law to define the human being; Consider how different theories of the body have produced particular medical procedures, approaches to patients, criminal punishment, and medical ethics.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Clerkship Multiple Choice Question Exam: Anesthesia Clerkship
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.

7. Collaboration: Demonstrate the ability to engage in inter- and intra-professional teams in a manner that optimizes safe, effective patient- and population-centred care

7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, inclusion, ethical integrity, and trust

Clerkship Objectives
Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust.
Establish and maintain effective working relationships with colleagues and other health care professionals.
Work effectively, respectfully, and appropriately in an inter-professional healthcare team.
Identify non-accidental trauma and understand the urgency of immediate referral.
Demonstrate ability to work in the perioperative environment including appropriate communication and teamwork.
Integration of care with allied health professional
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Demonstrate respect and appreciate the roles of other health care professionals.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
To identify and demonstrate the management of abnormal labour.
To demonstrate skills required to assist at gynaecologic surgery.
General Objectives
Demonstrate the ability to participate in a group discussion, both by contributing to the discussion and by actively listening to the contributions of colleagues.
Demonstrate strategies for establishing common goals, continuity of care, and a climate for collaborative practice amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Demonstrate strategies that facilitate appreciation of differences, shared decision-making, and conflict resolution amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Illustrate how a physician’s language and behaviour can facilitate interdependent, appreciative, and trusting working relationships amongst a team of health professionals.
Exhibits a consistent commitment to valuing the expertise, perspectives, co-leadership, and dignity of other health professionals.
Review the role of allied musculoskeletal health professionals.
Global Objectives
Evaluate their own feedback skills.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Active Large Group Session: Communication Skills With Improvisation and Drama
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
PC Session: Spiritual Caregiving
The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Adrian Scholtz Part 2
Adrian was admitted to the ICU 24 hours ago. Since that time, additional investigations and bloodwork has been ordered. Adrian underwent a CT chest to rule out pulmonary pathology and septic embolic in the lungs are confirmed. Blood cultures are positive for Methicillin-resistant Staphylococcus aureus (MSSA). After an infectious disease consult, Adrian is started on IV Ancef. The Cardiology team led by Dr. Sibbald and the Cardiac Surgery team led by Dr. Semelhago agrees that the patient requires a repeat heart valve replacement. In addition, the nurses observe Adrian to appear to be volume overloaded with worsening swelling. Despite copious IV fluids, Adrian is not making much urine (<200mL/day). A nasogastric tube was inserted for methadone administration. The nurse and dietician are requesting consideration for total parenteral nutrition based on recent laboratory results demonstrating malnutrition and hypoproteinemia. Ophthalmology is consulted for concerns of septic emboli following completion of an MRI of the brain. Nephrology consulted and believes dialysis may help the patient, but it is not the definitive treatment. They will only start dialysis if the patient is under consideration for repeat heart valve surgery.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Tutorial Skills Tune-up MF1
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served

Activity Objectives
Describe the evaluation and differential diagnosis of a patient presenting with bloody diarrhea.
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Discuss the presentation and management of ulcerative colitis (UC) and compare to Crohn’s disease (CD).
Compare and contrast the histology of the normal GI tract and the GI tract of those with Inflammatory bowel disease (IBD) (UC and CD).
Examine the imaging features of the normal GI tract and compare to the GI tract of those with Inflammatory bowel disease (IBD).
Describe the management of a patient with toxic megacolon.
Describe the evaluation and differential diagnosis of a patient presenting with elevated liver enzymes.
Discuss the presentation, management and complications of primary sclerosing cholangitis (PSC).
Compare and contrast the histology of the normal hepatobiliary system and those with primary sclerosing cholangitis (PSC).
Examine the imaging features of the normal hepatobiliary system and compare it to those with primary sclerosing cholangitis (PSC).
Explore the importance of a multidisciplinary approach to clinical problems using ulcerative colitis (UC) and primary sclerosing cholangitis (PSC) as an example.
Clerkship Objectives
Identify non-accidental trauma and understand the urgency of immediate referral.
Write prescriptions accurately (under supervision).
Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served.
Demonstrate understanding of roles and responsibilities in an inter-professional health care team; recognising his/her own responsibilities and limits.
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Integration of care with allied health professional
Describe the role of other health professionals in the management of the patient in the ED.
Categorize skill sets and scopes of practice of prehospital providers and identify where situations require on-scene treatment versus urgent transportation.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Understand the roles of and collaborate with allied health professionals in a patient’s care.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
Essential Clinical Experience
Collaborate with the interprofessional team around the care of a patient.
General Objectives
Contrast a physician’s professional roles, responsibilities, and scope of practice with the respective professional roles, responsibilities, and scopes of practice of other health professionals.
Explain the importance of ruling out medical and substance-related causes of psychiatric symptoms.
Judge when and how to involve or consult other health professionals in patient care, as appropriate to a health professional’s roles, responsibilities, scope, and competence.
Demonstrate strategies for establishing common goals, continuity of care, and a climate for collaborative practice amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Demonstrate strategies that facilitate appreciation of differences, shared decision-making, and conflict resolution amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Maladaptive behaviours.
Recurrent interpersonal problems.
Review the role of allied musculoskeletal health professionals.
Global Objectives
Upon completion of this problem, the student should be able to describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Upon completion of this problem, students will be able to describe musculoskeletal embryology and normal limb development, and explain the assessment and management of congenital foot abnormalities in children.
Upon completion of this problem, students will be able to describe the assessment and management of fractures in children.
Upon completion of this problem, students will identify genetic and environmental risk factors for childhood obesity and discuss prevention and treatment strategies at the individual and population level.
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Upon completion of this case, students will be able to describe spinal deformities and their implications in children.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Autism and Attention Deficit Disorder
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Clinical Pathology Conferences (CPC): GI CPC (Archived)
The case: 29 yo Caucasian male; Presents with 8 weeks of bloody diarrhea; What is your differential for bloody diarrhea? What tests would you order to evaluate this patient?
Essential Clinical Experience: Collaborate with the interprofessional team around the care of a patient.
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Developmental Disabilities
The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Intro to Canadian Health Care System
Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: Introduction to Population Health
This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Gayle Parker MF4 MSK
Gayle Parker is a 12-year-old girl who was recently noted by her dance instructor to have shoulder asymmetry. She has no pain, neurological symptoms such as dysesthesias, or bladder/bowel dysfunction. The deformity has not changed since it was first noticed.Gayle has recently started her menses
Tutorial: Henry Baker IF Chronicity and Complexity
Henry is a 57 year old man whom you have seen four times in the past ten years because of back pain episodes initially diagnosed as lumbar strain. With each episode, there has been a period of work disability ranging from two to six months. Henry now attends at your office again complaining of longstanding generalized back pain and stiffness. He has pain across the lumbar area, radiating down the lateral aspect of the left thigh, calf and foot and to a lesser extent, the lateral aspect of the right leg. He also has some pain in the shoulder blades, neck, and headaches. He complains of constipation, can't sleep, and spends most of his day lying down, because all activity aggravates his pain.
Tutorial: Jane Young MF4 MSK
Jane Young is a 3 1/2 year-old girl, brought to the Pediatric Medicine Clinic by her mother. For the past 10 days, her right knee has been swollen and stiff. There was no preceding trauma. She seems to have most symptoms in the morning, getting better when she is up and about playing. She seems to have less energy since the swelling was first noted. Her mother has been giving her children's Tylenol but has not noticed any improvement in her symptoms. Her mother thinks her ankles are also "puffy" at times. On examination, Jane appears well, afebrile and is on the 50th percentile for height and weight. No fever or skin rashes. Cardiovascular, respiratory and abdominal examinations unremarkable. Right knee is swollen, warm and effused and Jane stands with this knee slightly flexed. There are mild effusions of both ankles which are also slightly swollen. The pediatrician decides to order a few investigations. Baseline CBC, renal and liver function is unremarkable. ESR moderately elevated at 30. Rheumatoid Factor is negative, but Antinuclear Antibody (ANA) is positive at 1:160.
Tutorial: Ronnie Olchuk MF4 MSK
Ronnie Olchuk is a 6-year-old boy who was hit by a car while crossing the street. A witness at the scene said he was hit on the left side and thrown approximately 20 m. He is healthy, has no allergies, and has never had surgery. He last ate eight hours ago. He has been stabilized by the trauma team, is alert and oriented, and has no injuries except to his right forearm and left thigh. His distal right forearm is badly deformed. His left thigh has a 2 cm laceration located medially and is also badly deformed. He is in excruciating pain, especially in the right forearm.
Tutorial: Ryan Smith MF4 MSK
Ryan Smith is a two week old baby brought to your office by his parents. He was noted to have bilateral feet abnormalities on prenatal ultrasound. Family is anxious and worried about whether the child "Will walk, play soccer etc." Physical exam show that both feet are adducted, supinated, equines and the hindfoot is in varus. The feet are moderately flexible but not completely correctable
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
Tutorial: Sara Yamata IF Age-Related Health Care
Ms. Sara Yamata is a well 79-year-old woman, currently living alone in a condominium in your community, who attends an appointment with you, her longstanding Family Physician, for the purpose of a periodic health examination. Ms. Yamato is a retired High School English Teacher, who was widowed three years ago. She has one daughter, Elizabeth, and two grandchildren, all of whom live nearby. She is unaccompanied at the visit. Ms. Yamato reports that she has been doing well since you last saw her (for a blood pressure check six months ago), with no interim illnesses or admissions to hospital. Her chronic diseases remain well-managed. She reports having sustained at least one fall over the past 12 months (on the ice, when shoveling her driveway), but fortunately did not sustain any injuries. She remains independent with her ADLs and most of her IADLs; her daughter, Elizabeth, assists her with larger shopping trips and with preparation of her taxes. Her condominium performs the outdoor maintenance for its residents. Ms. Yamata continues to drive, with no reported difficulties, and remains active in her community by volunteering in the gift shop at her local hospital and attending a weekly social group at the Community Centre. With this information, you think about Ms. Yamato’s frailty status using a frailty model with which you are familiar. You review her past medical history and corresponding treatments, as listed in your EMR. Ms. Yamato brings her current prescription medications, in their original bottles from the pharmacy, to the appointment. At your request, she has also brought with her the multiple over-the-counter (OTC) and herbal medications that she is taking at home. She recognizes that she has “many bottles of pills” with her, and wishes to discuss which ones could be discontinued, if any. You spend some time thinking about approaches to deprescribing and approaching “polypharmacy” in older adults.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Triage Shift Log
Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the provision of healthcare in individual patients and populations

Activity Objectives
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Clerkship Objectives
Demonstrate timely and effective communication with patients, caregivers, and community care teams including primary care physicians.
Establish and maintain effective working relationships with colleagues and other health care professionals.
Communicate in an appropriate fashion to colleagues, other heath care professionals, patients, and family members.
Write prescriptions accurately (under supervision).
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Accurately and succinctly communicate case presentations through written and verbal formats in various contexts (inpatient, outpatient, new patient, follow-up).
Integration of care with allied health professional
Communicate effectively with colleagues and other health care professionals.
Demonstrate ability to work in the perioperative environment including appropriate communication and teamwork.
Identify non-accidental trauma and understand the urgency of immediate referral.
Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations.
Demonstrate respect and appreciate the roles of other health care professionals.
Describe the anesthetic management of the patient undergoing Cesarean section
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Effectively collaborate/consult/participate with members of the inter- and intra-professional team to optimise the health of the patient/family.
To communicate the results of history in a well-organized oral and written report.
Acquire and synthesise relevant information from relevant sources including: family, caregivers, and other health professionals.
Understand the roles of and collaborate with allied health professionals in a patient’s care.
Demonstrate organised, complete, informative and accurate information in verbal patient presentations.
To participate as a member of the health care team.
Undertake discharge planning including arranging and communicating follow-up plans.
To interact well with all members of the health care team.
To identify and demonstrate the management of abnormal labour.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
Essential Clinical Experience
Collaborate with the interprofessional team around the care of a patient.
General Objectives
Demonstrate strategies for establishing common goals, continuity of care, and a climate for collaborative practice amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Explain the legal obligations of physicians to report concerns regarding driving safety, with a focus on the importance of cognition.
Demonstrate strategies that facilitate appreciation of differences, shared decision-making, and conflict resolution amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Explain how the concept of frailty impacts decision-making, goals of care, and care recommendations in older adults.
Identify and describe the risks of intimate partner violence, and the obligations of the healthcare team in assessment and management of a family at risk.
Describe the medical and ethical principles of organ transplantation and living and deceased donation.
Demonstrate methods for seeking from and offering to other health professionals' feedback that improves the knowledge, work processes, and outcomes of a team of health professionals.
Describe chronic pain in a biopsychosocial framework which recognizes nociceptive, neuropathic, cognitive-perceptual, brain and behaviour and socio-environmental factors.
Identify some of the main risks for child maltreatment and explain when to involve child protection professionals.
Explain the impact of adverse childhood experiences on lifelong health and opportunity and discuss strategies to mitigate the impact of such adverse experiences.
Review the role of allied musculoskeletal health professionals.
Global Objectives
Upon completion of this problem, students will be able to explain the mechanisms of labour and normal labour progression as well as describe the factors that affect normal labour.
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Communication Skills With Improvisation and Drama
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
e-Learning Module: Airway Management
e-Learning Module: Oxygenation
e-Learning Module: Ventilation
Essential Clinical Experience: Collaborate with the interprofessional team around the care of a patient.
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Samira Shah 1 MF3 Reproduction
Samira Shah is a 27 year old woman who works as a waitress in a local restaurant and is in her first pregnancy. She is slightly overweight (pre-pregnancy BMI 28.5). Her prenatal care has been unremarkable although she was found to be rubella non-immune and had a positive glucose challenge test (GCT) followed by a negative glucose tolerance test (GTT). Now at 38 weeks, she has abdominal cramping and slight bright red vaginal bleeding. Her husband, Sunny, informs Hanna’s midwife of this. Her midwife comes to their apartment to assess Samira.
e-Learning Module Completion: Airway Management
e-Learning Module Completion: Oxygenation
e-Learning Module Completion: Principles of Pharmacology and General Anesthesia
e-Learning Module Completion: Ventilation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.4 Demonstrate the ability to consult with and to other health professionals

Activity Objectives
Articulate an approach to treating patients and supporting family members with children who have autism spectrum disorder and attention deficit disorder.
Clerkship Objectives
Communicate in an appropriate fashion to colleagues, other heath care professionals, patients, and family members.
Establish and maintain effective working relationships with colleagues and other health care professionals.
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Describe the role of other health professionals in the management of the patient in the ED.
Write prescriptions accurately (under supervision).
Integration of care with allied health professional
Describe the anesthetic management of the patient undergoing Cesarean section
Demonstrate respect and appreciate the roles of other health care professionals.
Assess for risk of drug interactions (including an approach to polypharmacy in the elderly)
Understand the roles of and collaborate with allied health professionals in a patient’s care.
To participate as a member of the health care team.
To interact well with all members of the health care team.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
Essential Clinical Experience
Collaborate with the interprofessional team around the care of a patient.
General Objectives
Search for and organize essential and accurate research evidence.
Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
Incorporate patient, inter-professional team, and system factors into medical decision-making.
Apply principles of evidence-based and evidence-informed medicine in medical decision-making.
Review the role of allied musculoskeletal health professionals.
Active Large Group Session: Autism and Attention Deficit Disorder
Active Large Group Session: Introduction to Pain
This session is intended to generate a discussion towards formulating a basic early understanding of pain for future physicians. It is also intended to serve as a framework for future learning about how pain manifests in the context of health or disease, be it acute, chronic, or terminal, and to consider how it might be managed. Finally, this session is intended to begin illustrating how psychological, environmental and social factors can influence the experience of pain and its management thus resulting in the potential need for an interdisciplinary approach in that regard.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Essential Clinical Experience: Collaborate with the interprofessional team around the care of a patient.
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Concept Application Exercise (CAE): MF4 MSK CAE
CAEs are mandatory evaluation exercises that are conducted in each of the pre-clerkship Foundations. The exercise will consist of 18 problems to be answered in brief point form. There will be 3 Concept Application Exercises (CAEs) one at the end of each sub-unit in MF5.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.5 Work with physicians and other colleagues in the health care professions to promote understanding, manage differences, and resolve conflicts

Clerkship Objectives
Establish and maintain effective working relationships with colleagues and other health care professionals.
Integration of care with allied health professional
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Identify non-accidental trauma and understand the urgency of immediate referral.
Demonstrate respect and appreciate the roles of other health care professionals.
Effectively work with other health professional to prevent, negotiate, and resolve inter- and intra-professional conflict.
To participate as a member of the health care team.
To interact well with all members of the health care team.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
General Objectives
Employ strategies for successful team functioning as they apply to various learning environments.
Demonstrate skills of negotiation and conflict resolution.
Understand the importance and impact of interpersonal interactions in both professional and personal settings.
Review the role of allied musculoskeletal health professionals.
Global Objectives
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Active Large Group Session: Communication Skills With Improvisation and Drama
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Emergency Medicine Debriefing Session
An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
Tutorial: Tutorial Skills Tune-up MF1
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.6 Participate in different team roles and appropriately apply leadership skills to establish, develop, and continuously enhance team function.

Clerkship Objectives
Demonstrate a basic understanding of the way the ED works (basic functioning, referrals, role of other health professionals).
Integration of care with allied health professional
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Identify non-accidental trauma and understand the urgency of immediate referral.
Work effectively with others as a member of a health care team.
Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable.
Understand the roles of and collaborate with allied health professionals in a patient’s care.
Learn how physicians provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system.
To participate as a member of the health care team.
To interact well with all members of the health care team.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
General Objectives
Demonstrate strategies for establishing common goals, continuity of care, and a climate for collaborative practice amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Demonstrate strategies that facilitate appreciation of differences, shared decision-making, and conflict resolution amongst all participating health professionals in the course of providing care to individuals and their caregivers.
Illustrate how a physician’s language and behaviour can facilitate interdependent, appreciative, and trusting working relationships amongst a team of health professionals.
Exhibits a consistent commitment to valuing the expertise, perspectives, co-leadership, and dignity of other health professionals.
Demonstrate their capacity to function within inter-professional teams.
Active Large Group Session: Communication Skills With Improvisation and Drama
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Large Group Session: Emergency Medicine Debriefing Session
An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.
Large Group Session: Learning Strategies
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Caring for an Aging Population
This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethics - Confidentiality
Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: Patient Safety
Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.
PC Session: Recognizing and Responding to Intimate Partner Violence (IPV)
This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

7.99 Other interprofessional collaboration

Clerkship Objectives
An understanding of how virtual or same-site interprofessional teams function in the context of the primary care environment.
Identify and/or communicate with other health care providers and community programs to support and/or optimize patient care.
e-Learning Module: Family Medicine Geriatric Case
Describe an elderly patient's functional status using patient and collateral history. Define "Frailty" in the context of the following common problems as they contribute to functional status decline in the elderly including: Incontinence, Falls, Polypharmacy, Depression, Cognitive impairment (FM approach). Identify important topics of discussion with the elderly patient and family/caregiver meetings including: Advance care planning and Goals of Care discussions, Caregiver burnout, Driving, Community resources, Transition planning.
e-Learning Module: Family Medicine Palliative Case
Describe the palliative care approach to care, and who may benefit from it. Assess and manage pain and other common symptoms in palliative care. Understand the interprofessional approach to providing palliative care. Organize care for the actively dying patient and family. Describe an approach to responding to grief, bereavement, and suffering

8. Personal and Professional Development: Demonstrate the qualities required to sustain lifelong personal and professional growth

8.1 Demonstrate healthy coping mechanisms to respond to stress

Activity Objectives
Produce a personal budget that applies to you and any dependents/partners.
Summarize a mechanism for budgeting, debt management, insurance planning, and estate planning.
Name the resources available to manage one’s debt.
Clerkship Objectives
Demonstrate healthy coping mechanisms to respond to stress.
Identify, reflect on, and discuss with peers a “Procomp Moment” during your surgical clerkship that involved communication, consent, adverse event, professional behavior, personal health, or medical student role in the hierarchy.
Take the appropriate measures to protect oneself from illness and injury.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognise factors such as fatigue, stress, and competing demands/roles that impact on personal and professional performance. Seek assistance when professional or personal performance is compromised.
General Objectives
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Identify common challenges faced by students in medical school - dealing with conflict, imposter syndrome, dealing with failure and stress, dealing with illness and unwellness, time management conflicts, financial stress, etc.
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Global Objectives
Recognize progress made to date (learning process, communication, professionalism, wellness).
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Active Large Group Session: A Focus on Insurance and Budgeting
Different types of insurance. Personal budgets.
Active Large Group Session: Communication Skills With Improvisation and Drama
Active Large Group Session: Costs of Life After Graduation
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Concept Integration and Review: Financial Survival after Medical School
Deductions levied on salaries. Budgeting, debt managment, insurance and estate planning. Retirement.
Large Group Session: Learning Strategies
Large Group Session: Physician Humanity Panel #1
The Ups and Downs of Medical School
Large Group Session: Physician Humanity Panel #2
Why I became a doctor... or NOT. Exploring Different paths' to Happiness.
Large Group Session: Physician Humanity Panel #4 (Archived)
War Stories from the Trenches of Medicine
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Experiential Wellness Day
Each group gets the opportunity to develop their own experiential wellness event -- in essence an open session that is Wellness focused. Your group should plan your activity well in advance of the date. Be creative! As you have been learning, wellness in action takes many forms; Nutrition, Physical, Sleep, Spiritual, Community, Social, Financial, Emotional.
PC Session: Physician Humanity Panel #3 - The Good, the Bad, and the Ugly of Career Selection
This session will focus on aspects of career exploration and choice, touching upon themes related to challenges and influences on discipline choice, and changing discipline choice late in medical school or after a CaRMS non-match or in/after residency.
PC Session: Self Care: Striving and Thriving, Not Merely Surviving
This session provides an introduction to self-care for medical students.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Small Group Session: Professional Competencies in Surgery
Groups of 6-10 students with a surgeon facilitator will describe their Procomp moment to the group.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

8.2 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behaviour

Activity Objectives
Name funding options available throughout medical school and apply for these funding sources.
Clerkship Objectives
Practice flexibility and maturity in adjusting to change with the capacity to alter one's behavior.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Describe the contributors and impediments to professional identity/role development as it relates to the medical profession.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Global Objectives
Recognize progress made to date (learning process, communication, professionalism, wellness).
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Active Large Group Session: Communication Skills With Improvisation and Drama
Active Large Group Session: Money and Medical School
Clinical Exposure: Examination: Trauma and burn
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Inter-professional Education and end of MF1 Assessment
Students will be introduced to the Interprofessional Education requirements of the program.
PC Session: Inter-professional Education and MF3 Assessment
This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.
PC Session: Physician Humanity Panel #3 - The Good, the Bad, and the Ugly of Career Selection
This session will focus on aspects of career exploration and choice, touching upon themes related to challenges and influences on discipline choice, and changing discipline choice late in medical school or after a CaRMS non-match or in/after residency.
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Tutorial Skills Tune-up MF1
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

8.3 Develop the ability to use self-awareness of knowledge, skills, and emotional limitation to seek help appropriately

Activity Objectives
Name different types of insurance available to students and analyze the factors that help a person decide when to obtain each type and how much.
Explore the opportunities an MD degree can open up for them outside of medicine.
Analyze options outside of the medical realm with respect to their future career.
Identify the sources of debt in medical school and residency.
Clerkship Objectives
Consistently fulfill the clerkship expectations of professional behaviour.
Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors.
Recognize and accept one’s limitations and know when to ask for help.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
Recognise factors such as fatigue, stress, and competing demands/roles that impact on personal and professional performance. Seek assistance when professional or personal performance is compromised.
General Objectives
Describe professionalism as it applies to medical student practice, including formal education and clinical experiences and informal functioning within the Faculty of Health Sciences.
Illustrate strategies to cope adaptively with stresses likely to occur during medical training and practice.
Summarize the concepts, principles, and research evidence that support the importance and efficacy of developing communication and interpersonal skills in medicine.
Recognize personal strengths and limitations relevant to one’s practice of medicine.
Integrate and apply performance and interpersonal feedback as part of training and practice.
Identify and address problems/issues that might affect one’s own health, well-being, or professional capabilities.
Global Objectives
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Describe their own learning strategies and identify areas for improvement.
Upon completion of this case, students will be able to explain calcium homeostasis. They will also review the basics of autosomal dominant inheritance and the use of molecular genetic testing for the diagnosis of MEN2A.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Active Large Group Session: A Focus on Insurance and Budgeting
Different types of insurance. Personal budgets.
Active Large Group Session: Costs of Life After Graduation
Active Large Group Session: Entrepreneurship in Medicine
Explore the opportunities an MD degree can open up for them outside of medicine. Analyze options outside of the medical realm with respect to their future career. Contrast the utility of other degrees on top of an MD in developing one’s career.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Large Group Session: Learning Strategies
Large Group Session: Physician Humanity Panel #1
The Ups and Downs of Medical School
Large Group Session: Physician Humanity Panel #2
Why I became a doctor... or NOT. Exploring Different paths' to Happiness.
Large Group Session: Physician Humanity Panel #4 (Archived)
War Stories from the Trenches of Medicine
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Being Human in Medicine
The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Medical/Legal Issues
Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Self Care: Striving and Thriving, Not Merely Surviving
This session provides an introduction to self-care for medical students.
Simulations: Airway Management
Simulations: Anesthetic Practice
Simulations: Examination
Simulations: General Anesthesia
Simulations: Oxygenation
Oxygen delivery. Ventilation. Hypoxemia.
Simulations: Pain Management
Simulations: Patient History
Simulations: Personal Interaction and Communication Skills
Simulations: Pharmacology
Simulations: Ventilation
Simulations: Volume and Circulatory Management
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Tutorial Skills Tune-up MF1
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 MSK Clinical Skills
Each student will be evaluated doing one of the MSK exams: Cervical spine; Lumbar spine and pelvis/sacroiliac joints (excludes hip focussed exam); Shoulder; Hand and wrist; Knee; Foot and ankle; GALS and gait.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

8.4 Demonstrate awareness and acceptance of different points of view

Activity Objectives
Summarize a mechanism for budgeting, debt management, insurance planning, and estate planning.
Contrast the utility of other degrees on top of an MD in developing one’s career.
Categorize the benefits and challenges of transportation options during pre-clerkship and clerkship.
Summarize how to consolidate debt and analyze whether to do so.
Clerkship Objectives
Communicate in an appropriate fashion to colleagues, other heath care professionals, patients, and family members.
Recognize and accept one’s limitations and know when to ask for help.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
General Objectives
Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
Develop the attitude and skills for responding to patients with cultural humility.
Global Objectives
Upon completion of this problem, students will be able to describe the role of insulin in lipid, carbohydrate and protein metabolism in normal homeostasis and and appreciate the consequences of the pathophysiological condition of absolute insulin deficiency.
Upon completion of this problem, students will explain how a genetic defect can disturb normal lipoprotein metabolism and increase risk of cardiovascular disease.
Upon completion of this problem, students are expected to describe the key developmental milestones of the peri-pubertal stage and the nutritional requirements of the adolescent and the impact of extreme lifestyle behaviours on growth and nutritional health of adolescents. Students will describe common presentations of eating disorders.
Upon completion of this problem, students will describe the role of thyroid hormones in energy metabolism.
Upon completion of this problem, students will be able to define conception, normal and abnormal implantation and early pregnancy failure. Students will also review available options for contraception and their mechanisms of action and efficacy.
Upon completion of this problem, students will be able to describe normal pituitary structure and function and compare with the pathologic state of growth hormone excess.
Upon completion of this problem, students will recognize prenatal screening and diagnosis in reproduction.
Examine how EDI (equity, diversity, and inclusion) elements have been incorporated into tutorial learning thus far, and reflect on the group’s strengths or areas of improvement regarding EDI content.
Upon completion of this problem, students will outline the key hormones and organs or tissues involved in calcium homeostasis, as well as the causes and consequences of hypercalcemia. Students will also be able to describe the histological structure of bone, the physiology of bone formation and remodeling and the pathophysiology of osteoporosis.
After completing this case, students will be able to describe the physiology of the proglucagon gene: GLP-1 incretin effects, GLP-2 gut proliferation.
Upon completion of this problem, students will be able to define metabolic syndrome and examine the consequences of insulin resistance including polycystic ovarian syndrome. Students will also be able to explain the effect of hyperinsulinemia and hyperandrogenism on female sexual function.
Active Large Group Session: Anishinaabe
United Nations and political documents, common myths and inaccurate terminology, microaggressions, the importance of a land acknowledgement.
Active Large Group Session: Costs of Life After Graduation
Active Large Group Session: Entrepreneurship in Medicine
Explore the opportunities an MD degree can open up for them outside of medicine. Analyze options outside of the medical realm with respect to their future career. Contrast the utility of other degrees on top of an MD in developing one’s career.
Active Large Group Session: Money and Medical School
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Inflammatory bowel disease
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Concept Integration and Review: Financial Survival after Medical School
Deductions levied on salaries. Budgeting, debt managment, insurance and estate planning. Retirement.
Grand Rounds (Clerkship): Orthopedic Surgery
PC Session: Medical Colonialism and Access to Healthcare for Indigenous People
Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.
PC Session: Anesthesia; Patient Safety and Team Communication
This session will provide you with a background in the key elements of patient safety and team communication from an Anesthesia perspective. The material provided includes medico-legal perspectives from the CMPA, designed to help minimize the risk of medical error. More generally, the material provided in this module applies to patient safety and team communication in any clinical setting. You will have the opportunity to discuss the factors that affect patient safety, and explore ways to optimize team communication.
PC Session: Anti-Oppressive Practice
This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.
PC Session: Culture and Health: Newcomers to Canada
This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.
PC Session: Epistemology
This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Grief
Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.
PC Session: Introduction to Indigenous People's Health
This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.
PC Session: LGBTQ2S Health
The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Spiritual Caregiving
The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.
PC Session: What is Pro Comp?
This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.
Tutorial: Adam Pajek MF3 Endocrinology
A 40-year old man, Adam Pajek, was seen in a walk-in clinic complaining of palpitations, heat intolerance (felt hot when others were comfortable or cold), sweating, anxiety, weight loss, fatigue, and sleeplessness for two months. He reports that his sister has a hypothyroid problem for which she takes Eltroxin pills.
Tutorial: Amanda Porter MF3 Endocrinology
Amanda, a 12 year old girl, has been accompanied by her mother to see her family doctor for a routine check-up. Her mother is a single mom who works shift work as an R.N. at the local E.R. department. She and Amanda currently reside in a suburban neighbourhood of Hamilton. Amanda attends a public school in her neighbourhood and complains of being constantly teased by her classmates for being "bigger". According to her mom, Amanda participates in gym class, but does not get much more physical activity than that. Amanda spends a lot of time alone while her mother works shifts. She admits to watching approximately 3 hours of television per day on weekdays and 5 hours on the weekends. She is also on the internet, chatting on MSN, for 1-2 hours per day. Her mother is also obese and is not worried about her daughter's current weight or the sedentary lifestyle and is rather pleased that Amanda is a "good girl". Amanda does not express interest in participating in local clubs or extracurricular activities and indicates that she is simply not an "athletic type" of individual.
Tutorial: Bruno Silva MF2 Endocrinology and Metabolism (Archived)
Mr. Silva went to his family physician due to a lump he noticed on the right side of his neck while shaving. His only past history was one of recurrent kidney stones. His only family history of disease is that his father died of a stroke at 40 years of age. Mr. Silva is married with a 5 year-old son. He works as a plumber. Physical examination reveals a firm 2.3 cm nodule in the right side of his thyroid gland. There are also some palpable nodes in his right cervical chain. BP was elevated at 180/90 but his family doctor did not want to diagnose him with hypertension based on one reading. A recommendation was made for a low sodium diet, blood work sent for TSH and calcium profile and referral made to an endocrinologist for the thyroid lump.
Tutorial: Calvin Shin MF3 Endocrinology
Dr. Jones has been following Calvin Shin for several years for obstructive sleep apnea. He had been doing well with reduced symptoms of daytime sleepiness since he had been using his CPAP machine. Dr. Jones was reviewing John's chart in his clinic. He missed his appointment several months ago but booked an urgent appointment through his family doctor. Calvin explains that he thinks his tongue, nose and lips have been getting thicker. He also states that he seems to be sweating and his skin feels thicker and oilier than it used to.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Jean La Barre MF2 Endocrinology and Metabolism (Archived)
You are seeing Jean La Barre in your clinic this afternoon. He has had a complicated course of Crohn’s disease requiring multiple surgical resections of his small bowel due to inflammation and obstruction. His type 2 diabetes mellitus is normally well controlled by metformin but whenever he requires prednisone for acute flare ups of his Crohn’s, his blood sugars become very high, particularly after meals.
Tutorial: Julian Knight MF3 Endocrinology
Mr. Knight is a 65-year-old obese male of African descent who works as a miner in Yellowknife, NWT. He smokes one pack of cigarettes per day. Outside of work he is generally sedentary and tends not to leave his home unless it is really necessary. He has a past medical history of type 2 diabetes mellitus, chronic kidney disease and COPD. His medications include metformin, sitagliptin and the inhalers ipratropium and fluticasone. He recently completed a course of prednisone for a COPD exacerbation, which he has a few times per year. He presented to the local Emergency Department after a fall at work. He tripped over a drill bit and fell on his outstretched hand. He felt a snap, followed by severe pain in the left wrist with noticeable swelling and bruising.
Tutorial: Lauren Bick MF3 Endocrinology
Lauren Bick is a 13-year-old girl who presents to her family physician's office with a 6-month history of weight loss. Her mother is concerned because she has noticed that Lauren has lost at least 10 pounds since her last doctor's visit which she had just before she started at her new school. Although Lauren has always been a "petite" girl, she is now the shortest in her class. The doctor asks Lauren's mom to give her a few minutes alone with Lauren. Once Lauren's mom has left the room, the doctor reviews the limits of confidentiality with Lauren and asks her about her weight loss. Lauren explains that she has met a new group of friends who do not believe that it is healthy to eat animals so she has joined them in following a vegan diet. She also reports that she's recently joined the long distance running club at her school. Lauren indicates that despite her mother's wishes, Lauren's goal is to get her weight down to 25 kg in the next few months. Lauren requests that you don't tell her mother this as it will likely cause them to argue. Lauren's menarche was at age 11 and she had been having regular menstrual periods but in the last 4 months, she has not had a period. Lauren indicates that she has not been sexually active. On questioning, she reports some constipation and says that she often feels cold.
Tutorial: Michel Dupois MF3 Endocrinology
Mr. Dupois is a 35-year-old French-Canadian man born in rural Quebec who moved to Hamilton with his wife a few years ago. His family physician noted a persistent rash around his eyes that he identified as xanthelasma. This prompted some blood tests and a referral to the Lipid Clinic. He is rather reluctant to see you at the Lipid Clinic because he is completely asymptomatic. He denies any significant medical history and is taking no medications. He is a lifelong non-smoker who faithfully walks to work for 1 km with no problems. A family history indicates that Mr. Dupois’ father died suddenly at the age of 46 with no clear explanation. He has multiple family members on his father’s side had a history of heart attacks, some at an unusually young age. His mother is healthy. On physical exam he has soft, velvety, yellowish, non-tender plaques in the palpebral area. Thickening of the Achilles tendons bilaterally were also noted. His blood pressure was 145/90 and waist circumference 98 cm.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Rachel Kowalski MF3 Reproduction
Rachel is a 15-year-old grade 9 student who has come to the walk-in clinic requesting ‘the pill’. She has been dating John, who has not accompanied her, for 6 months and she feels that it is time for them to have sex. She has never had intercourse. John is 18 and will finish grade 12 this year. Rachel lives with her mother and two younger brothers. She has always been healthy and is on no medications. She states that she smokes occasionally and sometimes drinks. After a discussion regarding the implications of her decision and the issues of the options available, Rachel is given three months of oral contraceptives (OCP) and instructions. There is a plan to follow-up with her family doctor for a refill and a pap smear. Three months later, Rachel experiences heavy vaginal bleeding accompanied by suprapubic pain. She is very frightened and comes to the ER with her mother. She states that she thinks her last period was a month ago but it was not really normal and she has had spotting intermittently since starting the pill. She says that she is not on any other medications but two months ago she was on an antibiotic for 5 days for a bad cough. The antibiotic made her very nauseated.
Tutorial: Savita Singh MF3 Reproduction
Savita Singh, a 33-year-old married woman, is seeing her physician for amenorrhea. She was suspected of having diabetes mellitus 6 months ago after a round of routine blood tests. The diagnosis of diabetes mellitus was confirmed with repeat testing soon thereafter. Savita was immediately counselled on the importance of lifestyle modification, with special attention to weight loss and exercise at least 3 times per week. Since then, Savita has found it very challenging to integrate these recommendations into her busy lifestyle and says she has “only lost 3 pounds.” Savita has always had irregular menstrual cycles since menarche at age 11, generally having periods once every 1-3 months on average. She could not reliably predict when a period would start or end. Her menses were sometimes very light and sometimes extremely heavy. For the past 6 months, however, she has had no period whatsoever. Savita has never been on any medications. Her family history is significant for type 2 diabetes and premature coronary artery disease, with her father having had a myocardial infarction at the age of 45. On physical examination, Savita has a weight of 77 kg and height of 153 cm. Her abdominal circumference is measured at 93 cm at the umbilicus. There are small skin tags and hyperpigmentation noted at the back of her neck and in both axillae. Her abdomen has some striae but they are pale, thin and not depressed. She has excessive hair growth on the upper arms, upper chest, abdomen, lower back and face with a Ferriman-Gallwey score of 16/36. There is mild acne and her hairline appears to be receding. There are no virilizing signs on exam. Fundoscopic examination reveals changes consistent with early non-proliferative diabetic retinopathy. Examination of the feet does not show any signs of neuropathy.
Tutorial: Stephen Golding MF3 Endocrinology
Stephen Golding, a 22 year old man presents to the emergency department with nausea, vomiting, abdominal pain and a 3-day history of polyuria, polydipsia, and weight loss. He states that he has "junvenille insulin-dependent" diabetes but stopped taking his insulin 5-days ago.
Tutorial: Tutorial Skills Tune-up MF1
Clerkship Reflection Paper: Triage Experience
The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
End-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
End-Unit Clinical Skills Assessment: MF4 Neurology Clinical Skills
Students will be asked to demonstrate up to 4 of the following examination components to a preceptor and in front of their peers. The components performed by each student will be chosen randomly: Assess visual fields and assess for inattention (4 quadrants); Assess the pupillary light reflex; Assess eye movements following the “H” pattern; Assess facial sensation; Assess facial movements; Assess palatal and tongue movements; Assess tone in the 4 limbs; Assess strength using drift and arm rolling tests; Assess distal sharp-dull and vibration sensation and sensory inattention; Assess parietal sensation; Assess reflexes in the arms; Assess reflexes in the arms; Assess reflexes in the legs; Assess limb coordination; Assess gait and tandem walking.
End-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
End-Unit Tutorial Assessment: Medical Foundation 2
The tutorial based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid-and end-Foundation.
End-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Final Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Final Rotation Assessment: Orthopedic Surgery Clerkship
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Anesthesia Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Family Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Internal Medicine Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Obstetrics and Gynecology Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Orthopedic Surgery
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Pediatrics Core Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Psychiatry Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Rotation Assessment: Surgery Rotation
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions. Essential Clinical Encounters review.
Mid-Unit Clinical Skills Assessment: Integration Foundation Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 1 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 2 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 3 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Clinical Skills Assessment: MF 4 Clinical Skills
Clinical skills are evaluated through formal and informal assessments as students progress through the program. The evaluation provided from the clinical placements may include the judgements of Medical Staff, Residents and members of the Nursing Staff or other health care professionals.
Mid-Unit Tutorial Assessment: Integration Foundation
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 1
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation
Mid-Unit Tutorial Assessment: Medical Foundation 3
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
Mid-Unit Tutorial Assessment: Medical Foundation 4
The tutorial-based evaluation forms the evaluation of record. Tutors are expected to keep a record of performance for three domains (professional behaviour, contribution to group process, and contribution to group content) after every tutorial and to qualitatively summarize this record at mid- and end-Foundation.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Emergency Medicine Daily Evaluation
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

8.5 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty

Activity Objectives
Summarize a mechanism for budgeting, debt management, insurance planning, and estate planning.
Contrast the utility of other degrees on top of an MD in developing one’s career.
Clerkship Objectives
Demonstrate an approach to the diagnosis and management of undifferentiated patient problems that present to family physicians.
To describe and perform normal prenatal care for an uncomplicated pregnancy.
Recognize the impact of the condition on the individual regarding impairment of function, limitation of activities, and the potential of life with chronic pain requiring social and psychological support.
To develop communication skills that encourages a positive experience during pregnancy and delivery for the patient and her family.
Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty.
Identify information resources for selecting diagnostic investigations for patients with common and uncommon medical problems.
To identify and demonstrate the management of abnormal labour.
To explain intrapartum surveillance techniques and their interpretation.
To recognize the principles and practice of prenatal diagnosis.
To recognize the utility of diagnostic imaging, particularly ultrasound, in Obstetrics and Gynaecology.
General Objectives
Identify personal limitations in knowledge and pursue the information needed to understand problems and make decisions both in patient care and on the population level.
Illustrate how diverse factors (sociocultural, psychological, economic, occupational, environmental, legal, political, spiritual, and technological) interact to influence the health of an individual and the population.
Discuss the ethical, moral and psychological implications of a positive prenatal screening test.
Demonstrate awareness of how social contexts and epistemological perspective, such as privilege and power, contribute to uncertainty and ethical challenges in practice.
Global Objectives
Upon completion of this problem, students should be able to describe the production of steroid hormones and to interpret the implications of steroidogenic enzyme deficiencies on embryologic development and postnatal health. Students will also have reviewed the inheritance of Congenital Adrenal Hyperplasia, discussed related genetic counselling, and considered a patient-centered approach to caring for intersex patients.
Active Large Group Session: Entrepreneurship in Medicine
Explore the opportunities an MD degree can open up for them outside of medicine. Analyze options outside of the medical realm with respect to their future career. Contrast the utility of other degrees on top of an MD in developing one’s career.
Clinical Exposure: Anesthesia Clerkship
Consists of 7 days in the OR (maybe less in case of holidays) and 2 on call shifts.
Clinical Exposure: Emergency Medicine Clerkship
Students must complete 12 x 8 hour clinical ER shifts.
Clinical Exposure: Emergency Medicine Triage Shift
Students will be scheduled to complete one 2 hour triage shift with nursing staff.
Clinical Exposure: Internal Medicine Clinical Exposure
Students will be expected to care for up to seven patients, including Alternate Level of Care patients (ALC – awaiting rehab, long term care, palliative care, or other type of care facility). Ideally, a student will care for a blend of patients with “acute” problems as well as those with more chronic issues such as ALC patients.
Clinical Exposure: Medical Subspecialty Selectives
This may be in the inpatient and/or the outpatient setting based on the specific MSS rotation.
Clinical Exposure: Obstetrics and Gynecology Rotation (Ambulatory)
Each student will be assigned to a community Ob/Gyn. Students are expected to participate in 8 half day clinics with exposure to both Gynecology and Obstetrical patient populations.
Clinical Exposure: Obstetrics and Gynecology Rotation (Hospital)
During the Hospital rotation students participate as part of the Ob/Gyn team. Time spent on L&D, post?partum and gynecology. Students are expected to be present at normal births, caesarean section, ER consults, OR and if appropriate more complex issues presenting to the service. Students will participate in the on call schedule.
Clinical Exposure: Orthopedic Surgery Clerkship
Nearly twenty percent of all problems presenting in the Primary or Acute Care setting are based in musculoskeletal pathology. The objectives outlined for this two-week Clerkship must be considered as nominal and must not act as a limit to a student's personal learning in the diagnosis and management of musculoskeletal related diseases. To this end, one of the "attitudes" objectives of this Clerkship is to encourage in the student an enthusiasm for life long learning.
Clinical Exposure: Pediatrics Clerkship
The pediatrics clerkship rotation is a six week rotation during which the clerks are placed in one of 4 tracks and have exposure to both ambulatory and inpatient pediatric care.
Clinical Exposure: Psychiatric Emergency Service
Each Hamilton campus clerk will be assigned 2 Psychiatry Emergency Services (PES) shifts.
Clinical Exposure: Psychiatry Clerkship
Each clerk will be assigned to 2-3 primary clinical supervisors. The supervisors will be responsible for the supervision, assignment and evaluation of clinical work. Clinical placements may occur in a variety of settings, including inpatient, outpatient, general psychiatry, or subspecialty settings (e.g. child and adolescent, geriatrics, eating disorders, mood and anxiety, forensics, schizophrenia, dual diagnosis, etc.). These placements can occur in academic hospitals, community hospitals, or community clinics.
Clinical Exposure: Surgery Clerkship
During this six week rotation students will be involved in a variety of clinical scenarios and learning opportunities designed to enhance their knowledge and skills. Students will interact with patients and their families in all aspects of surgical care (hospital wards, outpatient clinics, operating room, emergency department, intensive care unit, etc.).
Concept Integration and Review: Financial Survival after Medical School
Deductions levied on salaries. Budgeting, debt managment, insurance and estate planning. Retirement.
Grand Rounds (Clerkship): Orthopedic Surgery
Large Group Session: Learning Strategies
Large Group Session: Orthopedic LGS 1
X-ray interpretation of fractures. Growth Plate Injuries. Basic Trauma and Fracture Management. Clinical examination. Upper extremity. Lower extremity. Spine. Emergency conditions
Large Group Session: Orthopedic LGS 2
Trauma orthopedics. Pediatric orthopedics and infections. Reconstructive orthopedics.
PC Session: Boundaries
By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.
PC Session: Brain Death and Organ Donation
At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.
PC Session: Communication/EBM: Communicating Prognosis
Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.
PC Session: Epistemology
This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?
PC Session: Ethical Decision-making
In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.
PC Session: Ethical Issues in End-of-Life Care
Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.
PC Session: Ethical Issues in Reproductive Health Care
Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.
PC Session: Hidden Curriculum
Define the concept of the “Hidden Curriculum.” Reflect on what forces allow the Hidden Curriculum to exist. Develop strategies to address Hidden Curriculum. Understand the impact of the Hidden curriculum on patients, learners and the healthcare system in general.
PC Session: Narrative in Medicine
Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.
PC Session: Physician Humanity Panel #3 - The Good, the Bad, and the Ugly of Career Selection
This session will focus on aspects of career exploration and choice, touching upon themes related to challenges and influences on discipline choice, and changing discipline choice late in medical school or after a CaRMS non-match or in/after residency.
PC Session: Spiritual Caregiving
The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.
PC Session: Using Evidence-Based Medicine at Point of Care Part 2
Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.
Preceptor: Family Medicine Clinical Placement
The four-week Family Medicine rotation revolves around a one-to-one experience pairing a student with a community-based family physician. The most significant component of the Family Medicine rotation is this time spent with the clinical preceptor in the office setting.
Tutorial: Debate Session and Countertransference and burnout
Tutorial: Medical Subspecialty Selectives
Tutorials are held at least once every two weeks, for two to three hours per session. They are attended by all clerks in the MSS rotation, the tutor and may include a subspecialty resident. Format of the tutorial will be interactive and not didactic and would require clerks to prepare for the tutorial. The tutorials should be clinically focused and an emphasis may be placed on diagnostic and therapeutic issues. Tutorials can also be used to improve oral presentations, group and communication skills, and to develop a deeper understanding of the principles of the roles of a physician.
Tutorial: Psychiatry Clerkship Tutorials
Clerks will be divided into smaller groups for tutorial sessions. These groups will be facilitated by an assigned faculty member in the role of tutorial leader. The topic and format will vary weekly. Students are expected to prepare in advance of the session.
Tutorial: Riley Walker MF3 Endocrinology
A healthy 3.6-kg baby boy, Riley, is born to a 25-year-old nulliparous mother in a community hospital. The family doctor notes that the boy's genital development is somewhat atypical. Her examination reveals that the infant has hypospadias, chordee and undescended testes. A plan is put in place for the infant to be seen by a pediatric urologist in 6 weeks with a view to eventual surgical correction. At one week of age, the infant is brought to the family physician's office for routine follow up. Riley's mother comments that he seems to be breastfeeding poorly. She describes him as increasingly uninterested in feeding and is concerned that he seems to be "spitting up" a lot. The infant now weighs 3.1 kg. A recommendation is made to begin some formula supplementation to help support weight gain. At 10 days of age, Riley's mother finds him in his crib, non-rousable, cool, mottled and covered in vomit. Riley is rushed to the emergency department via ambulance. In the emergency room, resuscitative measures are initiated. The airway is suctioned. He is intubated and hand-bagged to achieve ventilation. A 20 mL/kg bolus of normal saline is administered.
Clerkship Tutorial Evaluation: Psychiatry Clerkship Introduction
Tutorial evaluation will be based upon: Knowledge, skills and professionalism (attitude) demonstrated in all tutorial sessions Preparation (including looking up any unresolved topics which were assigned) and participation (quantity and quality) in all tutorial sessions. Quality of the tutorial which the student leads (format, leadership, content, objectives, MCQ’s, etc.) Student’s general performance on all MCQ’s across the tutorials.
Final Rotation Assessment: Medical Subspecialty Selectives
Domains assessed: Fund of Knowledge, Knowledge Integration, History taking, Clinical Examination, Clinical Management, Learning Skills, Communication Skills, Professional Responsibility and Integrity, Pursuit of Excellence and Insight, Personal Interactions.
Logbook/Portfolio: Triage Shift Log
Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.
PC Final Student Assessment: End of Integration Foundation (IF)
Formal online final evaluations will be completed at the end of MF1, MF 3 and IF. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students. The summary box from the final summative IF evaluation will appear in the student’s transcript.
PC Final Student Assessment: End of MF 1
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Final Student Assessment: End of MF 3
Formal online final evaluations will be completed at the end of MF1, MF 3 and MF 5. Receipt of Provisional Satisfactory or Unsatisfactory ratings will result in a performance review by the Academic Progress Committee, as outlined in the MD Program’s Policy and Procedure for the Evaluation of Undergraduate Medical Students.
PC Integrative Exercise: End of MF 1
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: Integration Foundation (IF)
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Integrative Exercise: MF 3
Periodically, students may be asked to complete a Pro Comp Integrative Exercise. This will be in the form of a case scenario(s) to which students will respond in writing. The exercise will allow students to display their understanding of the Pro Comp concepts studied to date. The exercises will be assessed by the students’ own LFs.
PC Interim Student Assessment: End of MF 2
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: End of MF 4
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Interim Student Assessment: mid-MF 1
Written interim evaluations will be completed in the middle of MF 1, at the end of MF 2 and at the end of MF 4. These evaluations will include a rating of Satisfactory, Provisional Satisfactory, or Unsatisfactory progress. If the rating is less than satisfactory, no action will be taken outside of the tutorial but a plan for remediation will be undertaken by the student and the LFs.
PC Reflective Physician Portfolio: MF 1 Reflection
For your MF 1 RPP entry, we would like you to choose from one of the following prompts: 1. Professional Identity: Consider the following: Part of the journey of becoming a physician is a gradual transformation in your identity. When you enter medical school, you develop a new identity as a medical student. As the months pass, you gradually begin to develop a professional identity as a physician. Write a reflective entry in response to these questions: What factors have shaped your identity prior to entering med school? How have people around you changed the ways in which they interact with you since becoming a med student? How is your own sense of identity changing? 2. Yourself as a student: Students entering medical school at McMaster must adjust their learning style. They must also adjust to a different way of judging success in their learning. Write a reflective entry in response to these questions: What have you learned about yourself as you have adjusted to problem-based learning? What has it been like being uncertain about whether or not you have learned enough about a subject?
PC Reflective Physician Portfolio: MF 2 Reflection
In MF 2, your RPP entry will be linked to the session on Narrative Medicine. In the second half of the Narrative Medicine session, a text will be presented for close reading; students will discuss in small groups then have an opportunity to share insights with the larger group.
PC Reflective Physician Portfolio: MF 4 Reflection
For your MF 4 RPP, we would like you to choose from one of the following prompts: Stories of Chronic Illness; Hidden Curriculum; Physician as Advocate.
PC Reflective Physician Portfolio: IF Reflection
During this MF, you had the opportunity to explore the role of hidden curriculum in medical education. The hidden curriculum refers to the values and attitudes that are taught implicitly in an institution, and are sometimes in direct contradiction to the formal or explicit curriculum. For this entry, we would like you to reflect on one or more of this type of contradiction or discrepancy that you have experienced in your medical education to date. Consider the different messages that you have received. How have these contradictions impacted the course of your education? How have you responded to the contradictions when you have faced them? What are some strategies that might be helpful in navigating the hidden curriculum?
PC Reflective Physician Portfolio: MF 3 Reflection
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?
Preceptor Evaluation: Anesthesia Clerkship Daily Evaluation
Students create the ‘On-demand’ evaluation on MedSIS for each clinical day and for each call shift. Unless there is a holiday, there should be a total of 9 'On-demand' clinical evaluations at the end of your rotation. It is the student's responsibility to generate the form on MedSIS and bring it to the supervisor to fill it out near the end of the day.
Preceptor Evaluation: Psychiatric Emergency Service
Students must receive a satisfactory evaluation for their PES call experience.
Preceptor Evaluation: Psychiatry Clerkship Clinical Placement

8.99 Other personal and professional development

Activity Objectives
Sketch out a budget and analyze costs in order to minimize debt accumulation.
List the various deductions levied on salary.
Define RESP, RRSP and TFSA, and the rules for each program.
Define the components of an investment portfolio and investment vehicles.
Evaluate the impact of compound interest and its effect on returns.
Categorize the benefits and challenges of transportation options during pre-clerkship and clerkship.
Define a T-rex score.
Clerkship Objectives
Demonstrate priority setting, and time management skills that balance patient care, academic responsibilities, and personal well being.
General Objectives
Describe risk factors for and prevention of “un-wellness” in medical students and physicians.
Global Objectives
Upon completion of this problem, students will be able to describe the role and characteristics of a personality disorder and its effect on psychosocial functioning.
Active Large Group Session: Costs of Life After Graduation
Active Large Group Session: Money and Medical School
Clerkship Teaching Session: Airway Management
Clerkship Teaching Session: Anesthetic Practice
Clerkship Teaching Session: General Anesthesia
Clerkship Teaching Session: Pain Management
Clerkship Teaching Session: Pharmacology
Clerkship Teaching Session: Ventilation
Clerkship Teaching Session: Volume and Circulatory Management
Concept Integration and Review: Financial Survival after Medical School
Deductions levied on salaries. Budgeting, debt managment, insurance and estate planning. Retirement.
PC Session: Hidden Curriculum
Define the concept of the “Hidden Curriculum.” Reflect on what forces allow the Hidden Curriculum to exist. Develop strategies to address Hidden Curriculum. Understand the impact of the Hidden curriculum on patients, learners and the healthcare system in general.
Tutorial: Airway Management
Endotracheal intubation. Bag-mask ventilation. Laryngeal mask airway (LMA). Mechanical ventilation. Extubation. Aspiration.
Tutorial: Anesthetic Practice
Tutorial: Examination
Tutorial: Fergie Greer MF4 Brain and Behaviour
Fergie is a 23-year-old single woman with no children who lives with her parents. She completed university with difficulty, taking time off frequently but eventually completing her degree. She reports having difficulties with relationships since middle school and not knowing who she really is affects her mood, attention and concentration. This had an impact upon her schooling but she managed to finish with a huge effort. However, she has been unable to ever work in any capacity since finishing University a year ago. Fergie was referred by her family physician for a psychiatric consultation because she frequently presented to the family physician or student health with low mood and suicidal ideations. At times her family doctor had to send her to ER for urgent assessment following disclosure of taking an overdose or cutting her arms. She is hoping that some medications like an antidepressants will be prescribed for her and that you will believe she is unwell and needing help. She has a huge hope that you will see her regularly, and provide her with answers as to why she is not feeling happy, why she feels empty, and why she is unable to control her anger. She is also considering bipolar disorder as she heard from student health counsellor that she may have a bipolar disorder because she reported increased spending, increased sexual activity, and reckless driving. And she also informed you that she has an eating disorder when she binge eats at times. She is well read on mental health and has attended many counsellors since middle school including private therapists that her parents took her to see.
Tutorial: Oxygenation
Tutorial: Pain Management
Tutorial: Patient History
Tutorial: Pharmacology
Tutorial: Ventilation
Tutorial: Volume and Circulatory Management
Clerkship Tutorial Evaluation: Anesthesia Rotation
Full day of small group sessions and lectures covering basic knowledge of anesthesia practice.