CARDIOLOGY
CARDIOLOGY
Embedded Files
EXAMINATION SKILLS
EXAMINATION SKILLS
Introduction
5 minIntroduction
Introduce yourself and the group
Provide rationale for the session and relevance to clinical practice
Outline learning objectives:
- Describe the structure and components of the cardiovascular clinical examination
- Describe how underlying anatomy and physiological processes of the cardiovascular system can be assessed clinically
- Recognise some common pathological finding on examination of the cardiovascular system
Explain structure of session
Total time:
90 minNumber of students:
8-12Grade of students:
2nd year medical studentsCreated by:
Dr Charlotte HaydenUploaded:
27th September 2019Last updated:
27th September 2019Resources needed for this session:
Resources needed for this session:
Model patient
Resources linked to this session:
Resources linked to this session:
Activity 1: Establishing Baseline Knowledge
15 minActivity 1: Establishing Baseline Knowledge
Split into pairs. Each pair is given a component of the cardiovascular systems examination. On a few post-it notes, ask students to brainstorm clinical signs we are looking for on examination.
- General examination inc. around the bed
- Hands, arms, face and neck
- Chest inc. inspection, palpation, auscultation
- Other inc. peripheral signs
Draw an outline of a person on a flipchart and ask students to post the notes on the respective part of the body (5 min).
Activity 2: Demonstration of Examination Technique
10 minActivity 2: Demonstration of Examination Technique
Demonstrate a cardiovascular system examination in real time. Limit narration of this section as it will cover most of what was discussed in activity 1. Students will have chance to discuss the process in the next activity.
- split into two groups of 4-6 students -
- split into two groups of 4-6 students -
Group 1 starts with Station 1, Group 2 starts with Station 2 before switching.
Station 1: Practice Examination
25 minStation 1: Practice Examination
In small groups, allow students to individually examine the model patient. Rotate through the group, allocate one student to assess and give feedback.
NB. The model patient is presumed to be an example of a normal examination and not demonstrate any clinical signs.
Station 2: Identifying Pathology
25 minStation 2: Identifying Pathology
Activity 1: Pathological signs
Activity 1: Pathological signs
Using each image below as a prompt, consider:
- What clinical sign does the image show?
- What are the differential diagnoses suggested by this sign?
- What other signs would we look for to confirm this diagnosis?
Example 1
Example 2
Example 3
Example 4
Activity 2: Understanding the JVP
Activity 2: Understanding the JVP
Consider the JVP. Discuss:
- The basic anatomy underpinning the JVP measurement
- How to measure the JVP
- The role of the JVP
Activity 3: Heart sounds
Activity 3: Heart sounds
Discuss the features of normal heart sounds.
Practice listening to normal on each other. Using their own stethoscopes, demonstrate to students how to mimic common heart murmurs using their hands (this often gives an obvious murmur and helps students to understand the breakdown of the abnormality).
NB. Could use online bank of heart sounds e.g. https://www.easyauscultation.com/heart-sounds if available and easy to access.
- switch stations -
- switch stations -
Summary and Feedback
5 minSummary and Feedback
Questions
Identify and summarise key learning points (key three points if possible)
Feedback to student – highlight further learning needs
Feedback for teacher - ask students to provide feedback using the QR code opposite
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