This teaching resource was created as part of a research project on the anatomy of the hand. It contains interactive questions at the end of each section to test and reinforce learning and includes incorporates animations from Primal Pictures alongside videos in clinical testing, surgery and extensive cadaveric images.
over 6 years ago
This presentation describes the basic cardiovascular examination. It is suitable for students in their early clinical years but may also be appropriate for students in their final year as revision for their OSCEs or students returning to clinical medicine.
over 6 years ago
An anatomy revision guide, focused upon the upper limb, lower limb & back. Originally created in 2009 as a study aid for students at Cardiff University School of Medicine, it was substantially updated in 2010, and this Second Edition contains more detailed chapters, particularly with respect to musculature, cross-sections & relevant clinical anatomy. Further information can be found under the Preface & Introduction.
over 6 years ago
Because of the snail's pace that education has developed at, most of us don't really know how to study because we've been told lectures and reading thousands of pages is the best way to go, and no one really wants to do that all day. That's not the only way to study. My first year of medical school... You know when you start the year so committed, then eventually you skip lectures once or twice... then you just binge on skipping? Kinda like breaking a diet "Two weeks in: oh I'll just have a bite of your mac n' cheese... oh is that cake? and doritos? and french fries? Give me all of it all at once." Anyways, when that happened in first year I started panicking after a while; but after studying with friends who had attended lectures, I found they were almost as clueless as I was. I'm not trying to say lectures are useless... What my fellow first years and I just didn't know was how to use the resources we had– whether we were keen beans or lazy pants, or somewhere in between. I still struggle with study habits, but I've formed some theories since and I'm going to share these with you. Reading While reading should not be the entire basis of your studying, it is the best place to start. Best to start with the most basic and detailed sources (ex.Tortora if it's a topic I'm new to, then Kumar and Clark, and Davidson's are where I usually start, but there are tons of good ones out there!). I do not feel the need to read every section of a chapter, it's up to the reader's discretion to decide what to read based on objectives. If you do not have time for detailed reading, there are some wonderful simplified books that will give you enough to get through exams (ICT and crash course do some great ones!). I start with this if exams are a month or less away. Later, it's good to go through books that provide a summarized overview of things, to make sure you've covered all bases (ex. Flesh and Bones, the 'Rapid ______" series, oxford clinical handbook, etc.). These are also good if you have one very specific question about a subject. Video Tutorials**** After all that reading, you want the most laid back studying you can find. This is where Meducation and Youtube become your best friend. (I can post a list of my favourite channels if anyone is interested).I always email these people to thank them. I know from the nice people that run this website that it takes a tremendous amount of effort and a lot of the time and it's just us struggling students who have much to gain. Everyone should use video tutorials. It doesn't matter if you're all Hermione with your books; every single person can benefit from them, especially for osce where no book can fully portray what you're supposed to do/see/hear during examinations. Some youtube channels I like https://www.youtube.com/user/TheAnatomyZone https://www.youtube.com/user/ECGZone https://www.youtube.com/user/MEDCRAMvideos https://www.youtube.com/user/awolfnp https://www.youtube.com/user/harpinmartin https://www.youtube.com/user/RadiologyChannel Lectures We're all thinking it, lectures can be boring. Especially when the speaker has text vomited all over their slides (seriously, If I can't read it from the back of the lecture hall, there's too much!. It's even worse when they're just reading everything to you, and you're frantically trying to write everything down. Here's the thing, you're not supposed to write everything down. If you can print the slides beforehand or access them on your laptop/ipad/whatever you use and follow along, do that. You're meant to listen, nod along thinking (oh yes I remember this or oooh that's what happens? or Oh I never came across that particular fact, interesting!). It's also meant to be a chance for you to discuss interesting cases from the a doctor's experiences. If you're lucky to have really interactive lecturers, interact! Don't be shy! Even if you make a fool of yourself, you're more likely to remember what you learned better. If you happen to be in a lecture you're completely unprepared for (basically 70% of the time?). Think of it as "throwing everything at a wall and hoping something sticks." Pull up the slides on your smart phone if you have one, only take notes on interesting or useful things you hear the speaker say. If all else fails, these lectures where tell you what topics to go home and read about. Tutorials My university has gradually increased its use of tutorials, and I couldn't be happier. Make the most out of these because they are a gift. Having the focused attention of a knowledgeable doctor or professor in a small group for a prolonged period of time is hard to lock down during hospital hours. Ask lots of questions, raise topics you're having trouble understanding, this is your protected time. Discussions In group study activities, this is particularly hard to make the most of when everyone in your group varies in studying progression, but even so, it can be beneficial. Other people's strengths might be your weaknesses and vise versa– and it's always helpful to hear an explanation about something from someone at your level, because they will neither under or over estimate you, and they will not get offended when you tell them "ok I get it that's enough." Myself and 3 of my medic friends would meet once a week the month or two leading up to exams at one of our houses to go through OSCE stations and concepts we didn't understand (food helps too). Besides peer discussions, you should take advantage of discussions with doctors. If the doctor is willing to give you their time, use it well. Practice Questions I am a practice question book hoarder. Practice questions book not only test and reaffirm your knowledge, which is often hard to find if your exams are cumulative and you have little to no quizes/tests. They also have concise, useful explanations at the back and, they tell you where the gaps in your studying are. For my neuro rotation, the doctor giving the first and last lecture gave us a quiz, it was perfect for monitoring our progress, and the same technique can be used in your studies. Practical Clinical Experiences If you freeze up during exams and blank out, and suddenly the only forms of text floating around your brain are Taylor Swift lyrics, these are bound to come to your rescue! "Learn by doing." Take as many histories as you can, do as many clinical exams in hospital, and on your friends to practice, as you can, see and DO as many clinical procedures as you can; these are all easy and usually enjoyable forms of studying. Teaching Have you ever had an experience where one of your peers asks you about something and you give them a fairly good explanation then you think to yourself "Oh wow, I had no idea that was actually in there. High five me." If there is ever an opportunity to teach students in the years below you or fellow students in your year, do it! It will force you to form a simplified/accurate explanation; and once you've taught others, it is sure to stick in your head. Even if it's something you don't really know about, committing yourself to teaching others something forces you to find all the necessary information. Sometimes if there's a bunch of topics that nobody in my study group wants to do, we each choose one, go home and research it, and explain it to each other to save time. If you're doing this for a presentation, make handouts, diagrams or anything else that can be used as an aid.
almost 4 years ago
CT Abdominal Viscera - Illustrative interpretation of abdominal viscera as visualised by Computed Tomography (CT).
This poster shows one of a series of drawings which were created using Adobe Illustrator CS4 and Adobe Photoshop CS4. A series of Coronal and Axial CT sections from a 27 year old male, who consented to their use for education (including specific consent for the purposes of this competition), was used as a template for the drawings which are then displayed alongside the original grey-scale image. The aim of the drawings is to help with interpretation of CT imaging by placing them alongside a coloured illustration of the original. Sectional images are a very valuable tool for learning the 3D relationships of anatomy.
about 5 years ago
I read an article recently that 90% of surgical trainees have experienced bullying of one form or other in their practice. That’s 90%. That’s shocking. Worryingly it is highly likely that this statistic is not purely isolated to surgery. This is evidence of a major problem that needs to be addressed. We don’t accept bullying in schools and in the workplace policies are in place to stop bullying and harassment– so why have 90% of trainees experienced bullying? I can relate to this from personal experience, as I am sure most of us can. Prior to intercalating I had always had the typical med student ambition of joining the big league and taking on surgery. I had a keen interest in anatomy, I had decided to intercalate in anatomy, I did an SSC on surgical robotics, presented at an undergraduate surgical conference and had a small exposure to surgery in my first couple of years that gave me enough drive to take on a competitive career path. I took it upon myself to try and arrange a brief summer attachment where I would learn as a clinical medical student what it is like to scrub in and be in theatre. At the beginning I was so excited. At the end every time someone mentioned surgery I felt sick. It became apparent very quickly that I was an inconvenience. I think medical students all get this feeling – ‘being in the way’ - but this was different. This was being made to feel deliberately uncomfortable. I asked if I could have some guidance on scrubbing in and this was met with a complete huff and annoyance because I didn’t know how to do it properly (thank goodness for a lovely team of theatre nurses!). I even got assigned a pet name for the week – the ‘limpet’ (notable for their clinging on to rocks) that was frequently used as a humiliation tactic in front of colleagues. By the end of the week I dreaded walking into the hospital and felt physically sick every morning. Now some people might say ‘man up’ and get on with it. Fair enough, but I’m a fairly resilient character and it takes a lot to make me feel like I did that week. This experience completely eradicated any ambition I had at the time to go into surgery. Since then I’ve focused elsewhere and generally dreaded surgical rotations until very recently where I managed to meet a wonderful orthopaedic team who were incredibly encouraging. Bullying can be subjective. Just because a consultant asks you a difficult question doesn’t mean they’re bullying you. By and large clinicians want to stretch you and trigger buttons that make you go and look things up. If it drives you to work and develops you as a professional then it’s not bullying, but if it makes you feel rubbish, sick or less about yourself then you should perhaps think twice about the way you’re being treated. Of course bullying doesn’t stop at professionals. Psychological bullying is rife in medical schools. We’ve all been ‘psyched out’ by our peers – how much do you know? How did you know that when I didn’t? Intimidating behaviour can be just as aggressive. Americans dub these people ‘Gunners’ although we’ve been rather nice and adopted the word ‘keen’ instead. Luckily most medical schools have a port of call for this sort of behaviour. But a word of advice – don’t let anyone shrug it off. If it’s a problem, if it’s affecting you – tell someone. Bullying individuals that are trying to learn and develop as professionals is entirely unacceptable. If you would like to share similar experiences, drop them in the comments box below.
over 3 years ago
This video - produced by students at Oxford University Medical School in conjunction with the faculty - demonstrates the principles and techniques underlying...
about 2 years ago
So just a friendly fyi, most of this material was actually compiled/created by medical students from the Class of 2015 while they were TAing the PA and PT students. Many of these mnemonics and tips were handed down to them from prior years as well. I'm glad you found them helpful!
over 1 year ago
A website created especially for healthcare students to encourage learning of embryology, malformation and its clinical implications. The package aims to: reinforce and build upon current healthcare curriculum content for embryological teaching of head development, to complement and enhance current teaching/learning/revision for relevant examination(s), to include interactive elements such as self-tests in order to improve learning and retention of knowledge, and finally, to illustrate aspects of malformation for diagnostic/clinical teaching purposes
over 6 years ago
Hello all. Just thought I would post this online resource that I have found, seeing as the paper copy is no longer being distributed by my medical school anymore. Its been promoted by Dr Thompson who said: "It is all you need to pass the prescribing exam". Anyway - its a bit wordy, but hope it helps!!
over 3 years ago
This video - produced by students at Oxford University Medical School in conjunction with the faculty - demonstrates how to size and insert a Nasopharyngeal Airway.<br>It is part of a series of videos on the Initial Assessment of a Trauma Patient.
about 5 years ago
It is understandable why resume writing is daunting for most students – they haven’t achieved many significant things at such young age and they have difficulties to present usual things as something extraordinary. However, you shouldn’t give up on your efforts, because you will be surprised by all things your potential employers consider valuable. All you have to do is find the right way to demonstrate your achievements and relate them to the job you are applying for. The following tips will help you write a great resume that will represent you as an ideal candidate for every employer. 1. Start the process by listing your experiences. You cannot tackle the challenge right where it gets most difficult, so you should gradually work your way towards the precise professional language. Start with brainstorming and create a list of all experiences you consider significant. You can draw experiences from all life aspects, such as school, academic activities, internships, prior employments, community service, sports, and whatever else you consider important. Look at that list and distinguish the most motivating experiences that led you to the point where you currently are. 2. Target the resume towards the job. Sending the same generic resume to all potential employers is a common mistake students do. You should tailor a custom-written resume for each job application, representing experiences and skills that will be relevant for the position you’re applying for. 3. Present yourself as a dynamic person. Find the most active components of your experiences and present them in the resume. Focus on action verbs, because they are attention-grabbing and make powerful statements (trained, evaluated, taught, researched, organized, led, oriented, calculated, interviewed, wrote, and so on). 4. Mark the most notable elements of your experiences and use them to start your descriptions. An employer couldn’t care less about the mundane aspects of college or internships, so feel free to leave them out and highlight your persona as a professional who would be a great choice for an employee. 5. Show what you can do for the organization. Employers are only looking for candidates who can contribute towards the growth of their companies, so make sure to portray yourself as someone who can accomplish great things in the role you are applying for. You can do this by reviewing your experiences and highlighting any success you achieved, no matter how small it is. 6. Don’t forget that your most important job at the moment is being a student. While you’re a student, that’s the most important aspect of your life and you should forget to mention that you are an engaged learner in your resume. Include the high GPA and the achievements in your major as important information in your resume. 7. Describe the most important academic projects. At this stage of life, you don’t have many professional experiences to brag about, but your academic projects can also be included in your resume because they show your collaborative, critical thinking, research, writing, and presentation skills. 8. Present yourself as a leader. If you were ever engaged as a leader in a project, make sure to include the information about recruiting and organizing your peers, as well as training, leading, and motivating them. 9. Include information about community service. If all students knew that employers appreciate community service as an activity that shows that the person has matured and cares for the society, they wouldn’t underestimate it so much. Make sure to include information about your activities as a volunteer – your potential employers will definitely appreciate it. 10. Review before you submit! Your resume will require some serious reviewing before you can send it safely to employers. This isn’t the place where you can allow spelling and grammatical errors to slip through. The best advice would be to hire a professional editor to bring this important document to perfection. One of the most important things to remember is that writing a great resume requires a lot of time and devotion. Make sure to follow the above-listed steps, and you will make the entire process less daunting.
over 3 years ago
This is an online interactive tutorial on the principal joints involved in movement: shoulder, elbow, wrist, hip, knee and ankle. We identified, as a primary learning need, the necessity of bridging the gap between clinical anatomy and clinical practice. The resource is tailored to this specific requirement and is aimed to genuinely enhance the quality of students' learning. We adopted a quiz format for the tutorial, testing the students' knowledge of the muscles, joints and nerves for the clinical movements of each of the joints. To make it clinically relevant, we also included a section on pathology. The file we submitted is only part of the whole resource. We would recommend to explore the complete tutorial, which can be found here: http://medblogs.dundee.ac.uk/files/students/Anatomy_Tutorial/ Please use the following log-in details username: meducatio password: anatomy
over 6 years ago
This video tutorial teaches a comprehensive approach to cranial nerves examination. It is part of the MedPrep video tutorial series: http://www.medprep.in/clinical-examination-videos.php On YouTube, the MedPrep video tutorial series has received nearly 24,000 hits. The video series features myself, Sohaib Rufai, third year medical student at the University of Southampton, along with Iftkhar Hussein, an Economics student at the University of Manchester playing the patient, and Fahad Khan, a Clinical Sciences student at the University of Bradford, filming. The videos were then edited by myself. The aim was to produce a useful video series that is easy to follow, at times adding a bit of humour. The patient also put in extra time at the gym especially for the videos. The MedPrep website has been developed by a group of us at University of Southampton, aiming to provide free useful learning aids for medical students.
over 5 years ago
Introduction Hello and welcome! I am finally back to blogging after having a brief hiatus in order to take my final exams. Whilst the trauma is still fresh in my mind, I would like to share with you the top 5 social media tips that helped me through the dark days of undergraduate medicine. Some of you may have already read my old essay on 'How Medical Students should interact with Social Media Networking Sites' and this document deals with some of the problems with professionalism surrounding the use of social media. This blog will not cover such issues, but will instead focus on how you can use social media to benefit your learning/ revision processes. Top Tip 1: YouTube For those of you who are unaware, YouTube is a video-sharing website. Sometimes the site is overlooked as a 'social media' resource but if you consider the simple definition of Social Networking Sites as 'those with user led content,' you can quickly see how YouTube definitely falls into the social media category. It wasn't until I got to University that I realised the potency of YouTube as an educational tool. It has a use at every stage of medical education and it is FREE. If you are still in your pre-clinical training then there are a wealth of videos that depict cellular processes and 3D anatomy - very useful content for the visual learner. For the clinical student, there are a number of OSCE demonstration videos that may be useful in honing your examination skills. There are also a number of presentations on clinical topics that have been uploaded, however, YouTube has no quality control measures for these videos (to my knowledge) so it may be best to subscribe to a more official source if you like to use podcasts/ uploaded presentations for your revision. Another reason YouTube comes in as my number 1 top tip is because I find it difficult to procrastinate whilst using the site. Sure, you can start looking up music and videos that have nothing to do with medicine but personally I find that having a little bit of music on in the background helps me work for longer periods, which is a definite bonus during the revision period. On the other hand, there are many that find YouTube difficult to harness due to the draw of funny videos and favourite Vloggers (Video Bloggers) that can distract the unwary from revision for hours on end. At the end of the day, YouTube was created for funny videos (predominantly of cats it seems) and not for medical education, and this should be kept in mind if you choose to use it as a tool for your learning. Top Tip 2: Facebook Yes, the dreaded Facebook comes in at number two for me. Facebook is by far and away my largest source of procrastination when it comes to writing / working / revising or learning. It is a true devil in disguise, however, there are some very useful features for those who like to work in groups during their revision... For example, during the last six months I have organised a small revision group through Facebook. We set up a 'private page' and each week I would post what topics would be covered in the weeks session. Due to the nature of Facebook, people were obviously able to reply to my posts with suggestions for future topics etc. We were also able to upload photos of useful resources that one or more of us had seen in a tutorial in which the other students hadn't been able to attend. And most importantly, we were able to upload revision notes for each other via the Facebook 'files' tab. This last feature was invaluable for sharing basic notes between a few close colleagues. However, for proper file sharing I strongly recommend the file sharing service 'Dropbox,' which provides free storage for your documents and the ability to access files from any computer or device with internet. Coming back to Facebook, my final thoughts are: if you don't like group work or seeing what your colleagues are doing via their statuses or private messages then it probably isn't a useful resource for you. If you have the motivation (unlike myself) to freeze your Facebook account I can imagine you would end up procrastinating far less (or you'll start procrastinating on something else entirely!). Top Tip 3: Twitter Twitter is a microblogging site. This means that users upload microblogs or 'Tweets' containing useful information they have found on the internet or read in other people's tweets. Twitter's utility as an educational resource is directly related to the 'type' of people you follow. For example, I use Twitter primarily to connect with other people interested in social media, art & medicine and medical education. This means my home screen on twitter is full of people posting about these topics, which I find useful. Alternatively, I could have used my Twitter account to 'follow' all the same friends I 'follow' on Facebook. This would have meant my Twitter home page would have felt like a fast-paced, less detailed version of my Facebook feed just with more hashtags and acronyms - not very useful for finding educational resources. With this in mind, consider setting up two twitter accounts to tease apart the useful tweets about the latest clinical podcast from the useless tweets about what your second cousin once removed just had for lunch. A friend suggested to me that if you really get into twitter it is also possible to use one account and 'group' your followers so that you can see different 'types' of tweets at different times. This seems like a good way to filter the information you are reading, as long as you can figure out how to set up the filters in the first place. Like all Social Media Sites, Twitter gets its fair share of bad press re. online professionalism and its tendency to lure users into hours of procrastination. So again, use with caution. Top Tip 4: Meducation It would not be right to write this blog and not include Meducation in the line-up. Meducation is the first website that I have personally come across where users (students, doctors etc) upload and share information (i.e. the very soul of what social networking is about) that is principally about medicine and nothing else. I'm sure there may be other similar sites out there, but the execution of this site is marvellous and that is what has set it apart from its competitors and lead to its rapid growth (especially over the last two years, whilst i've been aware of the site). When I say 'execution,' I mean the user interface (which is clean and simple), the free resources (giving a taste of the quality of material) and the premium resources (which lecture on a variety of interesting clinical topics rather than sticking to the bread and butter topics 24/7). One of my favourite features of Meducation is the ability to ask 'Questions' to other users. These questions are usually asked by people wishing to improve niche knowledge and so being able to answer a question always feels like a great achievement. Both the questions and answers are mostly always interesting, however the odd question does slip through the net where it appears the person asking the question might have skipped the 'quick google search' phase of working through a tough topic. Meducation harnesses social networking in an environment almost free from professionalism and procrastination issues. Therefore, I cannot critique the site from this angle. Instead, I have decided to highlight the 'Exam Room' feature of the website. The 'Exam Room' lets the user take a 'mock exam' using what I can only assume is a database of questions crafted by the Meducation team themselves (+/- submissions from their user base). However, it is in my opinion that this feature is not up to scratch with the level and volume of questions provided by the competitors in this niche market. I feel wrong making this criticism whilst blogging on Meducation and therefore I will not list or link the competitors I am thinking of here, but they will be available via my unaffiliated blog (Occipital Designs). I hope the Meducation team realise that I make this observation because I feel that with a little work their question database could be improved to the point where it is even better than other sites AND there would also be all the other resources Meducation has to offer. This would make Meducation a truly phenomenal resource. Top Tip 5: Blogging Blogging itself is very useful. Perhaps not necessarily for the learning / revision process but for honing the reflective process. Reflective writing is a large component of undergrad medical education and is disliked by many students for a number of reasons, not least of which is because many find some difficulty in putting their thoughts and feelings on to paper and would much prefer to write with the stiffness and stasis of academic prose. Blogging is great practice for breaking away from essay-writing mode and if you write about something you enjoy you will quickly find you are easily incorporating your own personal thoughts and feelings into your writing (as I have done throughout this blog). This is a very organic form of reflection and I believe it can greatly improve your writing when you come to write those inevitable reflective reports. Conclusion Thanks for reading this blog. I hope I have at least highlighted some yet unharnessed aspects of the sites and resources people already commonly use. Please stay tuned in the next week or two for more on social media in medicine. I am working together with a colleague to produce 'Guidelines for Social Media in Medicine,' in light of the recent material on the subject by the General Medical Council. Please feel free to comment below if you feel you have a Top Tip that I haven't included! LARF Twitter Occipital Designs My Blog As always, any views expressed here are mine alone and are not representative of any organisation. A Worthy Cause... Also, on a separate note: check out Anatomy For Life - a charity medical art auction raising money for organ donation. Main Site Facebook Twitter
Dr. Luke Farmery
over 4 years ago
Use mind maps to discover and develop your understanding of Occupational Therapy - this visual resource for OT students uses mindmeister to organise concepts.
over 2 years ago