Rookie mistakes in IM

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Cards21aceking

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Hey guys,

I posted a similar topic about this in the OB/Gyn forum and have been getting pretty good feedback, so I figured I'd take a shot asking for advice here.

Could anyone who has completed their IM Clerkship (3rd year, matched 4th year, intern, etc...) offer up any advice for the rookies (ie. me) who will be hitting the wards this summer? Any simple or not-so-simple advice that you would like to pass along would be MOST greatly appreciated. thanks!!!!
 
Hey guys,

I posted a similar topic about this in the OB/Gyn forum and have been getting pretty good feedback, so I figured I'd take a shot asking for advice here.

Could anyone who has completed their IM Clerkship (3rd year, matched 4th year, intern, etc...) offer up any advice for the rookies (ie. me) who will be hitting the wards this summer? Any simple or not-so-simple advice that you would like to pass along would be MOST greatly appreciated. thanks!!!!

Bring in RELEVANT and RELIABLE articles and incorporate them into your plan for your patient, especially for the brand new admissions or patients that are stumping the team and you're unsure of what to do next.
 
Bring in RELEVANT and RELIABLE articles and incorporate them into your plan for your patient, especially for the brand new admissions or patients that are stumping the team and you're unsure of what to do next.

YES. I tend to do a quick search on the big name journals (NEJM, Lancet, JAMA) for a good recent review article/seminar on a topic relevant to my patients. This usually suffices (and often impresses).
 
Here's a couple of things I remembered about my internship:

1. Be meticulous about your pre-rounds. Make sure you review the overnight vitals closely and check med lists on a daily basis. I made it a point to quickly summarize daily meds on my progress notes.

2. Never leave standing orders for continuous IV fluids unless you have a compelling reason. And even if you do, don't write for an order that will not expire in 24 hours. I've seen many patients get significantly fluid overload with continuous fluids when boluses would have done just fine. This is particularly true in the ICU.

3. When prescribing sedative or narcotics in a naive pt, always start at a very low dose. You can always give more easily, but it's much harder to take it away. The same goes for lasix.

4. Post call and before AM rounds, read at least something about your admissions. You will certainly get pimped on at least one admission. Even if it's 3:00am, read at least 15min worth of material so you don't look clueless during AM rounds.

5. If you don't present well, practice. There is nothing more painful than listening to a rambling, disorganized patient presentation post-call. Besides your fund of knowledge, attendings will consider your ability to do patient presentations as a reflection of your competence. An intern who can't present well immediately raises red flags.

6. Try to be helpful to your resident and/or intern. Taking care of scut (and in an eager fashion as well) will only make a good impression. Don't suck up. Most people can't do it well and it only serves to induce nausea in other members of your team.

7. Check in with your team on a regular basis. Nothing sucks more than a med student or intern who hides all day and shows up only for rounds and sign-out.
 
I could not agree more with #5 on Homer's list. Good presentations are KEY - you can knock the socks off your team by giving a good concise, presentation; alternatively, you can turn them off very easily and they will dread listening to you if you are bent on providing details that don't matter when it comes to patient care.

Your daily presentation is the one time when everyone on the team will be listening to you, so if your presentations aren't great - PRACTICE, PRACTICE, PRACTICE...The ability to give a good, concise presentation shows your superiors that you really understand what is important in the history, physical, labs, etc..., how it relates to patient care AND how it will change what you will do for them.
 
Here's a couple of things I remembered about my internship:

1. Be meticulous about your pre-rounds. Make sure you review the overnight vitals closely and check med lists on a daily basis. I made it a point to quickly summarize daily meds on my progress notes.

2. Never leave standing orders for continuous IV fluids unless you have a compelling reason. And even if you do, don't write for an order that will not expire in 24 hours. I've seen many patients get significantly fluid overload with continuous fluids when boluses would have done just fine. This is particularly true in the ICU.

3. When prescribing sedative or narcotics in a naive pt, always start at a very low dose. You can always give more easily, but it's much harder to take it away. The same goes for lasix.

4. Post call and before AM rounds, read at least something about your admissions. You will certainly get pimped on at least one admission. Even if it's 3:00am, read at least 15min worth of material so you don't look clueless during AM rounds.

5. If you don't present well, practice. There is nothing more painful than listening to a rambling, disorganized patient presentation post-call. Besides your fund of knowledge, attendings will consider your ability to do patient presentations as a reflection of your competence. An intern who can't present well immediately raises red flags.

6. Try to be helpful to your resident and/or intern. Taking care of scut (and in an eager fashion as well) will only make a good impression. Don't suck up. Most people can't do it well and it only serves to induce nausea in other members of your team.

7. Check in with your team on a regular basis. Nothing sucks more than a med student or intern who hides all day and shows up only for rounds and sign-out.

very solid advice, thanks a lot. Will definately try them.
 
I could not agree more with #5 on Homer's list. Good presentations are KEY - you can knock the socks off your team by giving a good concise, presentation;

I think that a concise presentation is the way to go, some attendings like it all formal, but usually:

HPI/CC: This is a __ year old ___ with a PMHx of _____ living in SNF/in a good state of health or multiple recent admissions for X . . . who presented on _____, ____ days ago with a chief complaint of _____, at time of presentation, x, y and z was done, (summarize hospital course), . . . today patient is _______.

Family Hx/Soc Hx/ - really only need to mention if diagnosis unclear . . . i.e. it may be cancer and everyone in her family has had ovarian cancer . . .

I list all the past medical hx straight up, and surgical history I talk about later if not pertinent, allergies I talk about if there are any, i.e. iodine or antibiotic, . . . review of systems I don't mention unless pertinent.

Physical Examination: No apparent distress, the patietn was talking to me in a normal manner this a.m. list some pertinent findings i.e. lung findings, edema?, otherwise normal . . .

Assessment: working diagnosis 1,2 and 3, what we are planning to do interms of consults and lab tests, the End.

One place I was at 80% of interns don't put in the effort because they are categorical, i.e. "So baiscally, this is a patient with, ahh, CHF who Dr. T saw in ED, . . . really wheezy lungs according to him . . . wants us to admit him, so I order all the basics, BNP is normal, and we were thinking like what could this be, so . . . uh yeah Chest X-Ray normal, . . . so we were thinking PE, but at that time he was already on the floor, but we ordered the d-dimer . . . phsyical exam? yeah, he lungs did sound a little wheezy, we ordered for some nebs too . . .
 
I think that a concise presentation is the way to go, some attendings like it all formal, but usually:

HPI/CC: This is a __ year old ___ with a PMHx of _____ living in SNF/in a good state of health or multiple recent admissions for X . . . who presented on _____, ____ days ago with a chief complaint of _____, at time of presentation, x, y and z was done, (summarize hospital course), . . . today patient is _______.

Family Hx/Soc Hx/ - really only need to mention if diagnosis unclear . . . i.e. it may be cancer and everyone in her family has had ovarian cancer . . .

I list all the past medical hx straight up, and surgical history I talk about later if not pertinent, allergies I talk about if there are any, i.e. iodine or antibiotic, . . . review of systems I don't mention unless pertinent.

Physical Examination: No apparent distress, the patietn was talking to me in a normal manner this a.m. list some pertinent findings i.e. lung findings, edema?, otherwise normal . . .

Assessment: working diagnosis 1,2 and 3, what we are planning to do interms of consults and lab tests, the End.

One place I was at 80% of interns don't put in the effort because they are categorical, i.e. "So baiscally, this is a patient with, ahh, CHF who Dr. T saw in ED, . . . really wheezy lungs according to him . . . wants us to admit him, so I order all the basics, BNP is normal, and we were thinking like what could this be, so . . . uh yeah Chest X-Ray normal, . . . so we were thinking PE, but at that time he was already on the floor, but we ordered the d-dimer . . . phsyical exam? yeah, he lungs did sound a little wheezy, we ordered for some nebs too . . .

not to get into a debate on presentations, but...

in my opinion, always try to present the CC right after age/gender, before the HPI. it almost forces you to make your presentation more focused and tidy (ie try NOT to list their 13 previous PMHx/PSHx/hospitalizations/etc before saying they are here with bloody stool, especially if they arent relevant)

also, i can't agree more with what the previous posters are saying about practicing...
 
not to get into a debate on presentations, but...

in my opinion, always try to present the CC right after age/gender, before the HPI. it almost forces you to make your presentation more focused and tidy (ie try NOT to list their 13 previous PMHx/PSHx/hospitalizations/etc before saying they are here with bloody stool, especially if they arent relevant)

also, i can't agree more with what the previous posters are saying about practicing...
Sometimes giving a quick highlight of PMHx immediately before the CC helps to paint the picture. "50-year-old man with past medical history of 3v CABG who presents with chest pain" instantly has richer connotations than "50-year-old man who presents with chest pain".
 
not to get into a debate on presentations, but...

in my opinion, always try to present the CC right after age/gender, before the HPI. it almost forces you to make your presentation more focused and tidy (ie try NOT to list their 13 previous PMHx/PSHx/hospitalizations/etc before saying they are here with bloody stool, especially if they arent relevant)

also, i can't agree more with what the previous posters are saying about practicing...

Yeah, I just list the prior hospitalizations if they are pertinent, i.e. a patient who was discharged two days ago who bounces back to the hospital with diarrhea, uh hello, C. Diff? But obviously not others, I then go into those a little later, I think that a CC of cough in a 66 year old homless man is better prefaced by indicating his current state of health (or lack there of) than a patient who has a cough but has never hospitalized. Haven't gotten any complaints, but compliments for given the birds eye view of the patient before hitting chief complaint, but obviously yes, this is not textbook, which flows better:

1. "This is a 55 year old man with past history of COPD, DM, HTN and multiple hospitalizations for COPD exacerbations who presented yesterday with a chief complaint of cough."

Versus

2. "This is a 55 year old man who presented yesterday with a chief complaint of cough, he has a past medical history of COPD, DM, HTN and multiple hospitalizations for COPD exacerbations . . ."

I think with 1 you get the idea quicker than with 2, just me? Maybe I should go back to the old way but 1 feels more natural to me, if you just say cough then you start thinking about this whole big differential, right? Either way it is always the same information in the same opening statement for me.
 
One guaranteed way to earn points with your team and be a genuine asset to the patient's care is to take the time at 3am, while writing up your H&P, to troll through those 10 years of disorganized records and distill them into a well-organized PMH. Interns tend to go for the harried "PMH: T2DM, COPD, mult MIs s/p CABG", while I've even seen surgery notes with "PMH: many".

What you should do is list their problems, figure out the date of onset and any critical events, the most recent labs or studies relevant to each one, and how they relate to each other. For example:

PMH:
1. COPD.
- Dx 1991
- 40 pk-yr smoking hx
- home 02 2L at night
- last PFTs 3/2007: FEV1/FVC 60%, FEV1 30%
- CT 2/2006: severe emphy changes all lobes
- hosp 2/2006, 8/2004 (ICU), 5/2000
2. T2DM
- Dx 2007 via GTT
- HA1c 3/2007 6.5
- diet controlled

This gives so much more useful information than just "COPD, T2DM". And you would approach this patient with SOB very differently than another SOB patient with mild COPD, on no home O2, and never hospitalized but terrible diabetic neuropathy and nephropathy with severe CAD. Don't say any of this detail in your presentation (unless particularly relevant), but it'll all be at your fingertips on rounds. And you'll find that not only does the intern cut-and-paste your PMH, but so will every consultant this stay and probably the hospitalist who admits him next time. Maybe they'll even cite you. Wins all around.
 
wow, would have never thought to do any of these.
 
One guaranteed way to earn points with your team and be a genuine asset to the patient's care is to take the time at 3am, while writing up your H&P, to troll through those 10 years of disorganized records and distill them into a well-organized PMH. Interns tend to go for the harried "PMH: T2DM, COPD, mult MIs s/p CABG", while I've even seen surgery notes with "PMH: many".

What you should do is list their problems, figure out the date of onset and any critical events, the most recent labs or studies relevant to each one, and how they relate to each other. For example:

PMH:
1. COPD.
- Dx 1991
- 40 pk-yr smoking hx
- home 02 2L at night
- last PFTs 3/2007: FEV1/FVC 60%, FEV1 30%
- CT 2/2006: severe emphy changes all lobes
- hosp 2/2006, 8/2004 (ICU), 5/2000
2. T2DM
- Dx 2007 via GTT
- HA1c 3/2007 6.5
- diet controlled

This gives so much more useful information than just "COPD, T2DM". And you would approach this patient with SOB very differently than another SOB patient with mild COPD, on no home O2, and never hospitalized but terrible diabetic neuropathy and nephropathy with severe CAD. Don't say any of this detail in your presentation (unless particularly relevant), but it'll all be at your fingertips on rounds. And you'll find that not only does the intern cut-and-paste your PMH, but so will every consultant this stay and probably the hospitalist who admits him next time. Maybe they'll even cite you. Wins all around.

You know, this was awesome advice given to me as an MS3 by my intern on my very first rotation which happened to be medicine. I've followed this ever since. It's a huge pet peeve of mine when I see other people's PMH without relevant info, because it's entirely unhelpful to yourself as well as others down the line to just list generic medical problems. Doesn't paint the whole picture.

In terms of winning points with your team. . .hmm. . .digging through all those disorganized and incomplete H&Ps can take a lot of time, esp at 3am. I tend to get scolded for "taking too long". So I dont' know about your team loving you for it. Do it for the sake of organization, completeness, knowing your patient, self-satisfaction, and most importantly better patient care.
 
You must be able to justify every word that is said aloud during a presentation, if it isn't critical or relevant, do not waste time. Worst thing ever is endless droning med student presentations - less is more. The best med students have concise presentations that only include pertinent positives and negatives - that's often a good judge of how smart/clinically knowledgeable a med student is - i.e. if they know what is and isn't relevant to say on rounds by themselves without coaching from their residents/interns.
 
You must be able to justify every word that is said aloud during a presentation, if it isn't critical or relevant, do not waste time. Worst thing ever is endless droning med student presentations - less is more. The best med students have concise presentations that only include pertinent positives and negatives - that's often a good judge of how smart/clinically knowledgeable a med student is - i.e. if they know what is and isn't relevant to say on rounds by themselves without coaching from their residents/interns.

Agreed, the tendency is towards droning rather than conciseness. But ive also seen very concise presentations that miss stuff. It's a happy balance...but strive to be shorter rather than longer-winded.
 
A few points on presentations:

1. "Normocephalic, atraumatic" Just a stupid phrase and I cringe everytime I hear. May have a place in peds or in trauma, but not in IM. It would be like saying "patient with 2 eyes and 2 ears and 4 extremities"

2. Vital signs "stable" what does that mean? Do you mean compatible iwth life or that they are all the same? Another related point - if you quote a specific BP and it is normal, that doens't mean it was normal last night. Better to report ranges and/or specify the significantly abnormal vitals.

3. Blindly quoting all the labs. Usually means the intern can't see the trees through the forest. Nobody cares about the HCo3 and Cloride if they are completely normal. Also, if something is abnormal, you need to know what the previous value was. Knowing that the creatinine is 1.8 is meaningless if you don't know if it was 1.4 or 2.4 yesterday.

4. For new admits, when listing meds, mention the important ones first. If a cards patient, mention CV meds first. Onc patient, mention chemo agents first. Nobody wants to hear "colace 100 mg bid" as the first med.
 
Sometimes giving a quick highlight of PMHx immediately before the CC helps to paint the picture. "50-year-old man with past medical history of 3v CABG who presents with chest pain" instantly has richer connotations than "50-year-old man who presents with chest pain".

I agree with the former post in presenting the chief complaint/concern very early. Stating a "50-year-old man with past medical history of 3v CABG who presents with chest pain" does instantly convey a story of angina, but does not do the diagnostician or the patient any favors, especially if the very same patient actually ends up having an aortic dissection or pulmonary embolism. Don't let a neat and tidy presentation get in the way of formulating a critical differential diagnosis.

Also, I would highly recommend to every intern that she/he get in the habit of always presenting from memory. It is hard at first, but over time it forces you to compile all the patient-specific information in an organized and memorable way. You'll also know your patients better.

For any patient, familiarize yourself with knowing the 3 different presentation formats, and exercise the judgment to know when to use them (I guarantee the team will thank you for being so facile with the presentations). The 3 formats being:
1) The traditional long H&P. Best for presenting to the attending.
2) The 3 sentence summary (1st sentence for CC with relevant HPI & PMHx, 2nd for relevant exam findings and objective data, 3rd sentence for assessment and plan).
3) The one line bullet (a good bullet is an art. practice it!)
 
Yeah, I just list the prior hospitalizations if they are pertinent, i.e. a patient who was discharged two days ago who bounces back to the hospital with diarrhea, uh hello, C. Diff? But obviously not others, I then go into those a little later, I think that a CC of cough in a 66 year old homless man is better prefaced by indicating his current state of health (or lack there of) than a patient who has a cough but has never hospitalized. Haven't gotten any complaints, but compliments for given the birds eye view of the patient before hitting chief complaint, but obviously yes, this is not textbook, which flows better:

1. "This is a 55 year old man with past history of COPD, DM, HTN and multiple hospitalizations for COPD exacerbations who presented yesterday with a chief complaint of cough."

Versus

2. "This is a 55 year old man who presented yesterday with a chief complaint of cough, he has a past medical history of COPD, DM, HTN and multiple hospitalizations for COPD exacerbations . . ."

I think with 1 you get the idea quicker than with 2, just me? Maybe I should go back to the old way but 1 feels more natural to me, if you just say cough then you start thinking about this whole big differential, right? Either way it is always the same information in the same opening statement for me.

I'd say #1 only works if the presenter is good about only describing PERTINENT info in that first sentence. So many people stick extraneous garbage in their presentations - and it makes for an unfocused presentation. ie: 59 yo female with h/o GERD, cataracts, osteoarthritis, breast CA 17 yrs ago, allergic rhinitis, CAD, and RLS who presents with....pain s/p wrist fracture.
Ugggh! It drives me crazy.
That's why I like option #2. Tell me the pt has chest pain and then I can pick and choose what is pertinent from the info you provide me.

As for the concept of flushing out the PMH - I love that. I think it helps you know the patient better -- and later has positive impact on the team and patient care.
 
A few points on presentations:

1. "Normocephalic, atraumatic" Just a stupid phrase and I cringe everytime I hear. May have a place in peds or in trauma, but not in IM. It would be like saying "patient with 2 eyes and 2 ears and 4 extremities"

2. Vital signs "stable" what does that mean? Do you mean compatible iwth life or that they are all the same? Another related point - if you quote a specific BP and it is normal, that doens't mean it was normal last night. Better to report ranges and/or specify the significantly abnormal vitals.

3. Blindly quoting all the labs. Usually means the intern can't see the trees through the forest. Nobody cares about the HCo3 and Cloride if they are completely normal. Also, if something is abnormal, you need to know what the previous value was. Knowing that the creatinine is 1.8 is meaningless if you don't know if it was 1.4 or 2.4 yesterday.

4. For new admits, when listing meds, mention the important ones first. If a cards patient, mention CV meds first. Onc patient, mention chemo agents first. Nobody wants to hear "colace 100 mg bid" as the first med.

I agree. It's also very annoying when medicine housestaff write notes like this:
S: No complaints
O: AF AVSS
NKDA
NCAT
Lungs CTAB
RRR NS1S2 No M/G/R
Abdomen soft, nontender
Wound CDI
Ext. No C/C/E
*lab tree*
A/P: blah blah

For the record, there is no such thing as a "regular rate and rhythm". The rhythm can be regular or irregular, but the heart rate is either normal, tachycardic, or bradycardic.
 
Thank you for all the great advice.

This discussion for me points to how incredibly dynamic you must be to provide efficient yet competent service to your patients and to be helpful and not a drag on the team. A rediculous number of decisions and prioritizations are made every step of the way from traige to managment to diagnosis. From what I have seen, the amount of work (and the level expected from residents) that goes into the care of patients on the Medicine service is overwhelming.

From the student's perspective, something I've noticed is that it's usually the residents that are at the peak of their game that are the best teachers - they're the only ones who have time. Everyone else is swamped with the stress of it all.

Another observation I've had is that on the wards, it's often the students that are the least interested in medicine who clique the best with the team in terms of H&P/presentations, etc - as they have a tendency to keep it incredibly simple and put just as much thought into the pts. care as to get by. Busy-as-hell medicine residents appreciate the brevity and simplicity of dealing with these students, wheras a student interested in medicine and the care of its patients may tend to be that student whose H&P is too long with too much detail etc. I took an incredible amount of care every step of the way in the process of the H&P gathering to documentation to presentation... but at my own expense. I simply didn't allow enough time to enjoy the assesment/plan decision making aspects which is one of the most rewarding parts of the process.

I know there are excellent students in medicine who have managed to balance all the responsibilities efficiently and at the same time show interest in the patient and the process. With my level of experience, I had a hard time - perhaps if I would have read this board before my rotation I would have been there. Has anyone else had a similar experience? It's disconcerting that students eager to go into the specialty with one of the most difficult residencies with the least promise in terms of compensation (unless of course you're eyeing a lucrative specialty) could have the hardest time shining or showing their interest - when compared to all the other specialties where the level of knowledge you actually have as a student is rarely evaluated and showing up and schmoozing tends to gain favor.
 
I agree with the former post in presenting the chief complaint/concern very early. Stating a "50-year-old man with past medical history of 3v CABG who presents with chest pain" does instantly convey a story of angina, but does not do the diagnostician or the patient any favors, especially if the very same patient actually ends up having an aortic dissection or pulmonary embolism. Don't let a neat and tidy presentation get in the way of formulating a critical differential diagnosis.

Also, I would highly recommend to every intern that she/he get in the habit of always presenting from memory. It is hard at first, but over time it forces you to compile all the patient-specific information in an organized and memorable way. You'll also know your patients better.

For any patient, familiarize yourself with knowing the 3 different presentation formats, and exercise the judgment to know when to use them (I guarantee the team will thank you for being so facile with the presentations). The 3 formats being:
1) The traditional long H&P. Best for presenting to the attending.
2) The 3 sentence summary (1st sentence for CC with relevant HPI & PMHx, 2nd for relevant exam findings and objective data, 3rd sentence for assessment and plan).
3) The one line bullet (a good bullet is an art. practice it!)

I'd agree with this. Once you can do #3 and not miss stuff, then you know you've arrived. Don't pull it too often as a student though.
 
Another observation I've had is that on the wards, it's often the students that are the least interested in medicine who clique the best with the team in terms of H&P/presentations, etc - as they have a tendency to keep it incredibly simple and put just as much thought into the pts. care as to get by. Busy-as-hell medicine residents appreciate the brevity and simplicity of dealing with these students, wheras a student interested in medicine and the care of its patients may tend to be that student whose H&P is too long with too much detail etc. I took an incredible amount of care every step of the way in the process of the H&P gathering to documentation to presentation... but at my own expense. I simply didn't allow enough time to enjoy the assesment/plan decision making aspects which is one of the most rewarding parts of the process.

I know there are excellent students in medicine who have managed to balance all the responsibilities efficiently and at the same time show interest in the patient and the process. With my level of experience, I had a hard time - perhaps if I would have read this board before my rotation I would have been there. Has anyone else had a similar experience? It's disconcerting that students eager to go into the specialty with one of the most difficult residencies with the least promise in terms of compensation (unless of course you're eyeing a lucrative specialty) could have the hardest time shining or showing their interest - when compared to all the other specialties where the level of knowledge you actually have as a student is rarely evaluated and showing up and schmoozing tends to gain favor.

Yes, I think there is some truth to what you say. I had a hard time prioritizing what was most important when I was in medical school, and keeping presentations brief. Just try to keep shortening it up without losing important information, and try to keep the big picture all the time, and it will come. Good luck.
 
There have bee a couple attendings at my program who use stop-watches during rounds. All H&P presentations (interns and med students) are limited to 10 minutes (in some cases 7min). Some of the most efficient IM rounds you've ever seen... Also a great way to practice!
 
Don't be too hard on yourself if you didn't "shine". it's okay not to be the best presenter at once, just keep on learning and you'll get there. It's a steep learning curve in medicine but really, the important thing is that you learn and keep what you learn and learn some more.
My very first H&P was 5 pages long! Hahahaha....Now it's a lot more succint. My adage is to ask everything---you'll be amazed at some infos you get when the filters aren't in. Then you write the pertinent. When we're training that's difficult to do. The tendency with writing succint H&Ps as a beginner is you end up writing nothing at all. Good luck!
 
There have bee a couple attendings at my program who use stop-watches during rounds. All H&P presentations (interns and med students) are limited to 10 minutes (in some cases 7min). Some of the most efficient IM rounds you've ever seen... Also a great way to practice!

Hah! 7 minutes. How luxurious! My attending on medicine limited it to 3 min, 4 at most and if you took that long he would be pretty displeased with you. This was for H&Ps on new admits. Unfortunately he would then drone on and on for 15 minutes about each patient after they were presented so rounds still took forever.
 
The ability of an attending to keep from rambling is just as important as a med student's ability to keep from rambling. After so long, you tune out and have no idea what the attending is talking about anymore...
 
Any new advice to offer? Seems like the forum has gotten a bit more activity now that interview season is starting to pick up speed.

I'm starting my medicine clerkship on Monday, so will definitely be using a lot of the advice given thus far.
 
agree with the advice of Homer, except for the part about sucking up (I found out that those who don't suck up didn't get the honors grades at my med school...)

agree with sacrament (good to give a 1-liner of relevant Past med hx before chief complaint, i.e. "69yo man with h/o diabetes and cigarette smoking who presents c/o chest pain" is more informative than "69yo man with chest pain"). The problem is that 3rd year med students don't necessarily KNOW yet what is medically relevant. You are there to learn 🙂

Agree with practicing your oral presentations. In my experience, med students and interns are graded more on this that on how they actually help take care of the patients, or how good their bedside manner is, or how much they know, etc. I think it's because many attendings and senior residents lack time to try to evaluate you other than during rounds...
 
I just finished my 3 months of IM clerkship, and although I don't have nearly the experience of the posters who've already offered great advice, here's a few simple things that I picked up that the team and attending seemed to appreciate.

1. Take as much responsibility for whatever pts you are assigned to as possible. If you need records, call and get them. If you need a stat pulse ox and there's not a nurse around, find the machine and do it yourself. Sure it's scut, but the more responsibility you take on, the more you will be given.

2. If the pt is on tele, take two minutes and check it. You never know what happened during the night, and the best time to find out your patient is having pauses, runs of V-tach or even an MI is before they crash.

3. Circle abnormal lab values on your note that are significant and require action, but avoid circling too many things - ie. every lab value that is slightly off, or you defeat the purpose of circling things in the first place. A Na or Hgb that have been slightly low since the pt was admitted may just be their baseline.

4. Make specific decisions in your treatment plan, ie give "drug X 100 mg PO Q12". You might be wrong, but you will learn much more than simply saying "consider Abx" or "con't current mngm't. further treatment discussed with attending" everyday.

5. Sometimes attendings and residents are so focused on the significant treatment decisions regarding patient care that it's easy to miss mundane, but important little details. You can be the student who catches them. Some things you might want to comment or check on for your pts: DVT prophylaxis, Code status, IV site and when it was placed, how many days of Abx the pt's been on, whether meds are being renally/hepatically dosed, whether things like steroids can be tapered or foley dc'd, discharge planning that needs to happen.

6. If possible, take on some job, however little and do it consistently. For example, I always arrived a couple minutes early and had census sheets ready for everybody. In the big picture, it's very small, but the more little responsibilities you can take on, the better.

7. If you haven't spent a lot of time in the hospital, you might find a book like the Saint-Frances Guide to the Clinical Clerkships or How to be a Truly Excellent Junior Medical Student helpful for learning how to write notes, present patients and other ward skills.
 
Very nice thread, guys, thanks for all who posted. 🙂
 
I agree. It's also very annoying when medicine housestaff write notes like this:
S: No complaints
O: AF AVSS
NKDA
NCAT
Lungs CTAB
RRR NS1S2 No M/G/R
Abdomen soft, nontender
Wound CDI
Ext. No C/C/E
*lab tree*
A/P: blah blah

For the record, there is no such thing as a "regular rate and rhythm". The rhythm can be regular or irregular, but the heart rate is either normal, tachycardic, or bradycardic.

Right, agreed, and additionally, you can only tell rhythm from an EKG tracing, not by auscultation (eg. sinus rhythm). The correct way to describe cardiac auscultation is regular S1 & S2, X murmur in Y place, etc etc. If you do have a tele tracing, you can say what rhythm that shows. But RRR is not technically accurate terminology.
 
In 99% of my notes, review of systems is "negative except per HPI," which gets you max points for billing, too.

The PMHx points were excellent, but its of course not always a necessary to quote all the details but having it available is great. And since your key PMHx is in the HPI, your presentations should probably be something like "other than already mentioned, past medical history is notable for XYZ" for those whom the diagnosis is unclear and a broad view of the patient is necessary (rare), "other relevant past medical history includes" for those whom there are some diseases that your team needs to know about (lady admitted for DKA, but has bad asthma as well and they might get called on later for respiratory distress), or even "no other relevant past medical history" (who cares about the patient's DJD when admitted for a pneumonia?).

Similarly, social history and allergies is frequently omitted in my presentations as it gets covered in HPI when relevant.

Perhaps most importantly, try to figure out when your staff just wants a one-liner or really needs to hear all the gory details.
 
Right, agreed, and additionally, you can only tell rhythm from an EKG tracing, not by auscultation (eg. sinus rhythm). The correct way to describe cardiac auscultation is regular S1 & S2, X murmur in Y place, etc etc. If you do have a tele tracing, you can say what rhythm that shows. But RRR is not technically accurate terminology.
Not to be pedantic, but you can tell rhythm by auscultation. It would, however, be ascultatory rhythm rather than electrocardiographic. The way that I like my medical students and residents to present is very intuitive and algorithmic (like ACLS).
Is the patient's heart rate going normal, fast, or slow?
Then comment on the rhythm (regular, irregular, regular with extra early beats, bigeminy, trigeminy, ticktack, etc.).
 
In 99% of my notes, review of systems is "negative except per HPI," which gets you max points for billing, too.
Again, sorry to be picky.

We are perhaps talking about 2 different things. There is the H&P as would be presented to the attending. And there is the H&P as would be documented in the chart. In truth, they should probably be the same to avoid confusion. The way we document is often dictated by legal and billing issues. The attending's note can legally be bound to the intern/resident's note by simplay stating "I have seen and examined the patient with Dr. so and so, and I agree fully with his/her note and asessment." (or anything to that effect). Every patient the attending sees needs to be submitted for billing. There are also specific criteria that need to be met for visit/case complexity (which affects billing and reimbursement). Believe it or not, there are specific NUMBER criteria for the number of complaints under Review Of Systems for a low vs. intermediate vs. high complexity visit. In other words, you HAVE to list and document each and every ROS questions you asked. For example, if the incredibly complicated pateint that your attending spent 2 full hours with has only 3 items addressed on ROS, an audit can say any reimbursement greater than "low level complexity" would be wrongful. Scary huh?
 
The worst rookie mistake for a student to make is to fail to check with a resident or attending when in doubt about something, presentations and feedback included.

Just as each captain and his/her commander runs his/her ship differently, so too with attendings and residents. Every team will behave a bit differently in its requirements. So, while a lot of the advice offered here is useful basic information, disregard pet peeves and minutiae and glean only the major points (attention to detail, presenting relevant points, etc.). Small things are particular to each attending/resident (e.g. hating anchovies on pizza or thinking jokes are mandatory in a presentation).

A more useful "rookie" tip I learned as a sub-i, reinforced as an intern, and taught my students/interns: try to predict the most likely steps to happen to a patient and plan for it. "Patients can only get better, stay the same, or get worse."
 
This qualifies as far more than a mistake, but it's worth mentioning in your list: lying or making up information that you failed to check on or obtain, however mundane. Always tell the truth. It's far better to come off as slightly unprepared, or not thorough enough, than to get caught being untruthful. Once your integrity is in question, your medical career could be over before it starts.
 
This qualifies as far more than a mistake, but it's worth mentioning in your list: lying or making up information that you failed to check on or obtain, however mundane. Always tell the truth. It's far better to come off as slightly unprepared, or not thorough enough, than to get caught being untruthful. Once your integrity is in question, your medical career could be over before it starts.


I agree. I had a medical student tell me pulses were full and equal, (-) bipedal edema. He failed to mention the pt was an amputee! I told him it's okay to say you forgot to ask a question but don't lie. It's a very very hard thing to deal with.
 
I teach at a community hospital and regularly attend on the wards.

Several things can definitely help in regards to presentations and interactions with colleagues, and some things that will get you into trouble.

1. Enthusiasm - show interest in the case even if it is boring. I try to encourage my residents to pick out one thing they learned even in the most mundane cases. There is always a teaching point to be had.

2. Don't be overconfident in your clinical decisions. I did residency with some that thought their assessment was always the best. There are many ways to skin a cat and often in medicine there is no one best way.

3. Challenge the attending or resident with data to support their clinical decisions.

4. Ask for help when you need it. - Too many times I see interns make less than optimal decisions because they are in over their skill level.
 
I agree. It's also very annoying when medicine housestaff write notes like this:
S: No complaints
O: AF AVSS
NKDA
NCAT
Lungs CTAB
RRR NS1S2 No M/G/R
Abdomen soft, nontender
Wound CDI
Ext. No C/C/E
*lab tree*
A/P: blah blah

For the record, there is no such thing as a "regular rate and rhythm". The rhythm can be regular or irregular, but the heart rate is either normal, tachycardic, or bradycardic.

There are reasons for documenting normal findings in such a fashion including reimbursement and efficiency. Would you prefer a more lengthy artistic rendition with more colorful language to stimulate your artistic mind? I'm pretty sure a regular rate is between 60-100 bpm. If you have a problem with something like the stated above I would suggest the problem may lie in your having an obsessive compulsive personality disorder rather than the notes of your residents.
 
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There are reasons for documenting normal findings in such a fashion including reimbursement and efficiency. Would you prefer a more lengthy artistic rendition with more colorful language to stimulate your artistic mind?

Hmmm...
My comments appear to be interpreted as a tendency for being "artistic" or "obsessive". Let me clarify my position. I am a cardiology attending on faculty at a medical school, and my preferred setting for teaching is on the inpatient cardiovascular services.

First, housestaff notes DO NOT get reimbursed. Only attending notes get reimbursed (we do get extra credit via GC modifier for teaching).

Second, reimbursement for consultations are determined by the complexity of the case, which has specific numeric criteria for how many physical exam points are touched upon (audits don't care the types of comments, but strictly the number of findings on exam).

Third, I have no interest in artistic or colorful expressions in medicine. Clinical medicine requries SPECIFIC and RELEVENT descriptions, which impact quality of care. For example, JVP needs a measurement, carotid impulse and murmurs need proper description, etc. Physical findings can be followed longitudinally as the patient is being treated. You can't order an ECHO everyday. Rather, we monitor symptoms and signs. A laundry list that is not tailored for each patient is pure laziness and simply poor if not irresponsible patient care.

I'm pretty sure a regular rate is between 60-100 bpm. If you have a problem with something like the stated above I would suggest the problem may lie in your having an obsessive compulsive personality disorder rather than the notes of your residents.
"Regularity" refers to cadence or rhythm. When referring to rhythm, you can describe it as regular, irregularly irregular, bigeminal, tick tack, etc.

A heart "rate" is a number, and this number can be within the normal range, high (tachycardic), or low(bradycardic).
 
Hmmm...
My comments appear to be interpreted as a tendency for being "artistic" or "obsessive". Let me clarify my position. I am a cardiology attending on faculty at a medical school, and my preferred setting for teaching is on the inpatient cardiovascular services.

First, housestaff notes DO NOT get reimbursed. Only attending notes get reimbursed (we do get extra credit via GC modifier for teaching).

Second, reimbursement for consultations are determined by the complexity of the case, which has specific numeric criteria for how many physical exam points are touched upon (audits don't care the types of comments, but strictly the number of findings on exam).

Third, I have no interest in artistic or colorful expressions in medicine. Clinical medicine requries SPECIFIC and RELEVENT descriptions, which impact quality of care. For example, JVP needs a measurement, carotid impulse and murmurs need proper description, etc. Physical findings can be followed longitudinally as the patient is being treated. You can't order an ECHO everyday. Rather, we monitor symptoms and signs. A laundry list that is not tailored for each patient is pure laziness and simply poor if not irresponsible patient care.


"Regularity" refers to cadence or rhythm. When referring to rhythm, you can describe it as regular, irregularly irregular, bigeminal, tick tack, etc.

A heart "rate" is a number, and this number can be within the normal range, high (tachycardic), or low(bradycardic).

If you grow apples the whole world is the apple orchard. From my perspective if there is a murmur of questionable pathology you document it and get a freaking echocardiogram. If there is JVD you document the extent in addition to pulmonary findings and move on . The real meat of the note should be under assessment and plan. Actual discussion of the patients condition should occur between those involved in patient care. Ticky Tack reporting of findings on daily notes is irrelevent if you are aware of the patients condition and proceed in the correct manor. Nobody cares except for those who seek to separate themselves out from others based on factors other than quality of patient care. Reimbursement based on the number of findings is exactly my point. The attending signs under with agree with above finding and plan and is reimbursed based on that hence attendings request documentin a certain number of findings on resident notes. Hence NCAT, PERRL, no R/R/W, no C/C/E, RRR, EOMI, C/D/I, CTA-B.
 
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If you grow apples the whole world is the apple orchard. From my perspective if there is a murmur of questionable pathology you document it and get a freaking echocardiogram. If there is JVD you document the extent in addition to pulmonary findings and move on . The real meat of the note should be under assessment and plan. Actual discussion of the patients condition should occur between those involved in patient care. Ticky Tack reporting of findings on daily notes is irrelevent if you are aware of the patients condition and proceed in the correct manor. Nobody cares except for those who seek to separate themselves out from others based on factors other than quality of patient care. Reimbursement based on the number of findings is exactly my point. The attending signs under with agree with above finding and plan and is reimbursed based on that hence attendings request documentin a certain number of findings on resident notes. Hence NCAT, PERRL, no R/R/W, no C/C/E, RRR, EOMI, C/D/I, CTA-B.
You are very passionate about house officers' not documenting relevant physical exam findings, but rather to use "NCAT, PERRL, no R/R/W, no C/C/E, RRR, EOMI, C/D/I, CTA-B". I simply disagree with you, and I would grade my residents and medical students poorly if they took the same stance.

I have yet to meet a single cardiology admission where NCAT is relevant. Additionally, aside from the very first assessment, PERRL and EOMI also fail to be informative (unless the patient might have had a post-cath CVA).

Let me illustrate my point with a few examples:
-If a patient presents with acute symptoms of angina, wouldn't it be appropriate to document that he had a weak carotid upstroke, normal S1, muffled A2 component of S2, with a late-peaking crescendo systolic ejection murmur? I would not wait until the ECHO to confirm obvious physical findings before warning other physicians about avoiding nitrogylcerin (which could be fatal).
-Let's take for example a patient who had presented with acute cor pulmonale from a massive pulmonary embolism. How would you monitor improvement after having given thrombolytics? I would argue that along with improvement of dyspnea, you would also monitor tachycardia, oxygen saturation, resolution of RV heave, and normalization of the P2 component of S2 are reassuring findings worthy of documentation. I do not need waste taxpayer's money to repeat an ECHO.
-How's about run of the mill biventricular heart failure? I would like to see day-to-day improvement in JVP (admitted with 15 cm H2O and Kussmaul's, then prior to discharge down to 7 cm with normal waveforms), daily weight, MR murmur, augmented P2, S3 gallop, peripheral edema, etc.
-Or perhaps a woman with hypotension, JVP up to the mandible, clear lungs, and paridoxical pulse? If she was crashing, I would gather that you would be busy writing "RRR, no M/G/R" instead of performing the life-saving pericardiocentesis.

The exercise of putting together appropriate physical findings along with the clinical presentation not only improves learning, but also improves patient care, saves lives, and also saves healthcare dollars. As for your position that only the assessment and plan counts, an assessment is only as good as it's supportive points.

I do document agreement with resident notes, but all attendings in my division summarize and document their own RELEVENT physical finidngs in their notes, irrespective of the house officer's note. Simply depending upon "agree with above" is lazy and irresponsible.

There is nothing you can possibly say that would change my practice, and I will penalize any medical student, house officer, or fellow who practices according to your style. Period.
 
You are very passionate about house officers' not documenting relevant physical exam findings, but rather to use "NCAT, PERRL, no R/R/W, no C/C/E, RRR, EOMI, C/D/I, CTA-B". I simply disagree with you, and I would grade my residents and medical students poorly if they took the same stance.

I have yet to meet a single cardiology admission where NCAT is relevant. Additionally, aside from the very first assessment, PERRL and EOMI also fail to be informative (unless the patient might have had a post-cath CVA).

Let me illustrate my point with a few examples:
-If a patient presents with acute symptoms of angina, wouldn't it be appropriate to document that he had a weak carotid upstroke, normal S1, muffled A2 component of S2, with a late-peaking crescendo systolic ejection murmur? I would not wait until the ECHO to confirm obvious physical findings before warning other physicians about avoiding nitrogylcerin (which could be fatal).
-Let's take for example a patient who had presented with acute cor pulmonale from a massive pulmonary embolism. How would you monitor improvement after having given thrombolytics? I would argue that along with improvement of dyspnea, you would also monitor tachycardia, oxygen saturation, resolution of RV heave, and normalization of the P2 component of S2 are reassuring findings worthy of documentation. I do not need waste taxpayer's money to repeat an ECHO.
-How's about run of the mill biventricular heart failure? I would like to see day-to-day improvement in JVP (admitted with 15 cm H2O and Kussmaul's, then prior to discharge down to 7 cm with normal waveforms), daily weight, MR murmur, augmented P2, S3 gallop, peripheral edema, etc.
-Or perhaps a woman with hypotension, JVP up to the mandible, clear lungs, and paridoxical pulse? If she was crashing, I would gather that you would be busy writing "RRR, no M/G/R" instead of performing the life-saving pericardiocentesis.

The exercise of putting together appropriate physical findings along with the clinical presentation not only improves learning, but also improves patient care, saves lives, and also saves healthcare dollars. As for your position that only the assessment and plan counts, an assessment is only as good as it's supportive points.

I do document agreement with resident notes, but all attendings in my division summarize and document their own RELEVENT physical finidngs in their notes, irrespective of the house officer's note. Simply depending upon "agree with above" is lazy and irresponsible.

There is nothing you can possibly say that would change my practice, and I will penalize any medical student, house officer, or fellow who practices according to your style. Period.

Let's forget your icu hypothesized patient and replace it with the patient I rounded on for the last 30 days before d/c with a right stage IV buttock absess s/p incisional debridement and loop ostomy with positive bacteremia and occassional spikes in temperture. No murmus/Rubs/or gallops is sufficient s/p echocardiogram performed for no murmur looking for vegetations. Sure you can imagine a patient where pulsus parodoxus is a good exam to perform just as I can imagine up a patient for you where it would be a good thing to give a precordial chest thump but that doesn't change the day to day documentation on the vast majority of patients who require no such thing.
 
I have yet to meet a single cardiology admission where NCAT is relevant. Additionally, aside from the very first assessment, PERRL and EOMI also fail to be informative (unless the patient might have had a post-cath CVA).

If you are an overworked resident doing a dozen admissions that night, then writing out an extensive physical exam may not be the most practical idea.

For many residents, often documentation is a chore and is treated as such. It is a poor tool for communication because few people read notes, they are frequently illegible, and paper is not interactive. There is really no substitute for verbal communication.

The other aspect is that several of the cardiac physical exam findings you mentioned may be unreliable at best.
 
If you are an overworked resident doing a dozen admissions that night, then writing out an extensive physical exam may not be the most practical idea.

For many residents, often documentation is a chore and is treated as such. It is a poor tool for communication because few people read notes, they are frequently illegible, and paper is not interactive. There is really no substitute for verbal communication.

The other aspect is that several of the cardiac physical exam findings you mentioned may be unreliable at best.
You mistake patient-specific relevant findings for an extensive exam. Overall, a normal exam is quite rare in patients sick enough to be admitted for inpatient care. After the inpatient admit H&P, it is sufficient to highlight the relevant findings.

For example, on the 2nd day of a warm and wet heart failure admission, you might say the following:
JVP 10cm H2O, bilat. bibasilar crackles, CV: tachy, regular, S1 incr.P2, +S3, no S4, 2/6 MR unchanged, abdomen soft, ext. warm and perfused with 2+ bilat. pitting edema.

Documentation of this sort takes a trivial amount of time. Although verbal communication is important, it can be mistaken or lacking. Occasional errors can be overcome with redudnancy and attention to detail. Many people refer to the chart (like consults, cross-cover, etc.).

The physical findings I mentioned are bread and butter medicine that are unreliable for poor clinicians.
 
You mistake patient-specific relevant findings for an extensive exam. Overall, a normal exam is quite rare in patients sick enough to be admitted for inpatient care. After the inpatient admit H&P, it is sufficient to highlight the relevant findings.

For example, on the 2nd day of a warm and wet heart failure admission, you might say the following:
JVP 10cm H2O, bilat. bibasilar crackles, CV: tachy, regular, S1 incr.P2, +S3, no S4, 2/6 MR unchanged, abdomen soft, ext. warm and perfused with 2+ bilat. pitting edema.

Documentation of this sort takes a trivial amount of time. Although verbal communication is important, it can be mistaken or lacking. Occasional errors can be overcome with redudnancy and attention to detail. Many people refer to the chart (like consults, cross-cover, etc.).

The physical findings I mentioned are bread and butter medicine that are unreliable for poor clinicians.

I notice you reverted to the standard physical finding in everything except the heart in your imaginary patient. In fact you left alot out. Not even enough to make the coders happy. tsk tsk tks.
 
I notice you reverted to the standard physical finding in everything except the heart in your imaginary patient. In fact you left alot out. Not even enough to make the coders happy. tsk tsk tks.
😴

I must've touched a nerve. Why so personal?
 
You are both right...in a way. It's important to document the RELATIVE physical exam points...that would be a pretty extensive PE for an admitted/new patients and then relevant exam points on a daily basis. Also, one HAS to think about coding and billing...you, the attending, need to teach the residents about this because they weren't born knowing.

Grendelsdragon, you seem to think that the lack of pertinent details on some house staff notes are always due to laziness that you would punish by giving them a "poor evaluation". IMHO, a lot of this is due to house staff and students never having been taught how to do a proper physical exam and find the relevant findings...students and house staff were not born knowing how to hear an S4 or a decrescendo murmur or measure pulsus paradoxus. So if you are one of the "good attendings" who actually teaches this stuff, then good for you. There are many attendings who do not teach much at all about physical diagnosis and I believe this is what you are seeing evidence of in your house staff's notes. Unfortunately, the almighty dollar and so-called "efficiency" (i.e. dotting all the billing-and-coding i's and crossing all the t's so the hospital can bill maximally for each admission, plus discharging patients by 8 or 9a.m.) has become king and patient care and teaching have suffered, IMHO.
 
you know the physical exam is useless when the housestaff at grendel's elite program don't even bother with the details....just kidding
 
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