a studdent-to-studennt guide to gettting the most out of your thhird year
ON 24. SUMMER 2012.
Northwestern University Feinberg School of Medicine
TABLE OF CONTENTS
SUCCESS ON THE WARDS
INTRODUCTION .................................................................................................................... 3
THE WARD TEAM ................................................................................................................. 4
WHAT IS JUNIOR YEAR? ..................................................................................................... 5
RULES TO LIVE BY ............................................................................................................... 7
BASIC CHARTING INFORMATION AND TIPS
Using Powerchart and Epic .................................................................................... 9
Dot Phrases ........................................................................................................... 9
Documenting Lab Values ..................................................................................... 11
CASE PRESENTATION ...................................................................................................... 12
ADMISSION AND DISCHARGE .......................................................................................... 15
Prescriptions ........................................................................................................ 17
Lay of the Land .................................................................................................... 18
Guide to the Patient Room ................................................................................... 19
Key People on the Floor ...................................................................................... 20
NMH Pager .......................................................................................................... 21
Books & References ............................................................................................ 21
MEDICINE ........................................................................................................... 22
SURGERY ........................................................................................................... 28
OBSTETRICS & GYNECOLOGY ....................................................................... 34
PEDIATRICS ....................................................................................................... 43
PSYCHIATRY ...................................................................................................... 49
NEUROLOGY ...................................................................................................... 53
PRIMARY CARE ................................................................................................. 57
THIRD YEAR TIMELINE ...................................................................................................... 59
PATIENT PRIVACY ............................................................................................................. 60
SAFETY ISSUES (Needle Sticks, Security)......................................................................... 61
STUDENT CODE OF CONDUCT ........................................................................................ 63
ABUSIVE BEHAVIOR .......................................................................................................... 64
MEDICAL STUDENT DUTY HOURS POLICY .................................................................... 65
CLERKSHIP TRANSPORTATION REIMBURSEMENT POLICY ........................................ 67
CONCLUSION ..................................................................................................................... 68
APPENDIX (ABBREVIATIONS) ........................................................................................... 69
HOSPITAL SLANG .............................................................................................................. 74
HELPFUL PHONE NUMBERS ............................................................................................ 75
Special thanks to the following members of the Class of 2013
for their contributions to this guide:
to the numerous members of previous classes
who originated this guide and kept it up-to-date over the years.
Success on the Wards is a student publication. We would like to thank
Dr. Amy Kontrick, Lisa Wittig, and the Augusta Webster, MD, Office of
Medical Education for their support and guidance in this endeavor.
To the Feinberg M3 Class of 2014:
Welcome to the twenty-fourth edition of Success on the Wards! Your third year
promises to be a fun, challenging, exciting and rewarding opportunity.
At times, though, it may seem overwhelming, intimidating and
frustrating. We hope that this booklet will help ease some of the
confusion and worry and, at least a little bit, prepare you for what lies
Though difficult, the first two years of medical school were something that you
were used to—you spent your time in the library or the classroom (or
neither). But, as you look forward to this year with excitement, we’re
sure many of you have that sinking feeling in the pit of your stomach
that you have no clue what you’re doing. Rest assured, none of us did
(well, maybe a few…you know who you are). Generations of medical
students before you have experienced that same feeling, have survived
and more importantly, thrived! But much like learning how to swim,
you will learn the most by simply jumping in. The information in this
booklet is designed to help you float in the beginning. As the year
progresses, you’ll realize that you no longer need it and are gaining the
confidence all your lecturers, deans and upperclassman promised you
The next two clinical years of medical school will provide some of the most
influential and rewarding experiences of your life. You will learn from
and work alongside your peers, mentors, future colleagues, and, most
importantly, your patients. Hopefully, these experiences will guide
your decisions about the rest of your career. So make sure to study
hard, pay attention, have fun and, of course, keep this book close at
hand. Good luck!
—The Class of 2013
If you have any suggestions for ICC or this guide, please contact Dr. Amy Kontrick or Lisa Wittig so
future classes may benefit.
The Ward Team
The members of the team are described below. Students are an integral member and may
be most knowledgeable about a patient.
ATTENDING PHYSICIAN has completed a residency and possibly a fellowship and is a
member of the Northwestern faculty. They are ultimately responsible for the
patient's care and will thus make or approve all major decisions. Clerkship
evaluations are most often solicited from your attending physician.
FELLOW has completed a residency program and is now in subspecialty training, e.g.
cardiology, vascular surgery, high-risk obstetrics, etc. As a junior student, your
contact with these individuals will occur in the setting of a subspecialty consult
clinic, operating room, or on rounds. Fellows are, in general, exceptionally
knowledgeable about their specialty and slightly less overworked than residents.
Thus, they make excellent teachers.
RESIDENT is anyone in their residency training, usually referring to doctors with more
than one year of postgraduate training (PGY-2 and above). Since attendings
typically round once a day, the resident is in charge of the daily work of the team.
Besides helping the intern in managing the team's patients, he or she is also
primarily responsible for the education of students. Clerkship evaluations are
often solicited from residents.
INTERN is in the first year of postgraduate training (PGY-1). The intern is primarily
responsible for the moment-to-moment patient care. You may be paired with an
intern who will work with you on the patients you are assigned. The intern
usually has many tasks to be completed through the day, so any work you can do
to help out will be greatly appreciated. In return, they can show you the ropes
around the hospital, teach you about your patients, help you with your notes and
presentations, and offer a good evaluation of your performance to the resident.
Helping the intern with their work can be an excellent learning experience and
makes their lives much easier (therefore, they are much happier and less
SENIOR STUDENT is a fourth-year medical student who is taking an elective or a subinternship (Sub-I). He or she has the responsibilities of an intern and is
supervised by the resident. The fourth-year student will not be responsible for
your evaluation but they can be a great resource for all of those silly questions
that you have but are afraid to ask the residents. Remember, they were in your
shoes a year ago so they can really help you make the transition.
JUNIOR STUDENT That’s you! Described fully in the next section.
What is Junior Year?
The goal of the junior clerkships is to begin to learn the clinical skills of a physician and
expose you to different fields. You will learn to apply the knowledge and skills from
M1 and M2 year to actual patient care. This is a challenging endeavor, but you will
slowly improve as the year progresses. Especially in the beginning, you will frequently
find that you lack knowledge of a particular disease process or the skills to perform a
certain procedure. No one expects you to know everything. But, they do expect that
you try to find the information and teach yourself (this is where PBL skills come in
handy…and Up To Date). As the year progresses, we promise that your clinical
judgment, problem solving skills, time management and efficiency, and ability to
manage patients issues will continues to develop.
Your first priority is to learn as much as possible. Read, read, read. Carry something with
you in your white coat pockets at all times because spare time on the wards is
Aside from learning, your second priority is to make the lives of your team easier. Every
day, write the daily progress notes for the patients you are following. In addition to
helping you integrate your knowledge, these steps will help organize your thoughts
about your patients, force you to think through a clinical plan, and ensure that you are
up-to-date on your patients. Be a team player. Taking a detailed history and physical
(H&P), following up laboratory results, obtaining outside hospital records, etc. will
provide you with an opportunity to refine your clinical skills, gain more patient care
responsibilities, and help the whole team to finish their day’s work earlier so that
everyone can go home or have more time to teach you. Medical students spend more
time with patients and can often learn about their questions, fears & concerns, and can
partner with the nurse to make sure these are addressed. Use your residents and
attendings as mentors—they are here to teach you but that’s a second priority to
The routine varies with every rotation. The first day of each rotation is orientation where
you will receive your clinical assignment and be informed of the typical schedule. You
will often join your new team that first day and may even pick up patients, so be
prepared to hit the ground running. On most rotations, you are responsible for prerounding on all of your individual patients. This involves seeing the patient and
collecting all relevant new information including vitals, lab results, etc before you are
scheduled to round with your residents/and/or physician. After this, the team rounds,
and you will often present the SOAP presentation on your patients. The team will then
make decisions about the daily tasks.
For the rest of the day, you may go into the operating room, see your patients individually,
finish your notes, help coordinate their care, contact patient’s private physicians and
follow-up on results of tests. Efficiency is a critical skill to learn and refine. You will get
better as the year progresses. At the end of the day, sign-out rounds are usually done
to update the team members and hand off patients to the on-call resident.
Rules to Live By
The Ten Seventeen Commandments
1. REMEMBER THAT THERE IS A PERSON ON THE OTHER END. Patients
deserve our time, help, and most importantly our respect. Check with your resident
or attending before revealing any potentially sensitive information to a patient. You
are often not the appropriate person for this role.
2. BE ENTHUSIASTIC. This is pretty self-explanatory but hard to remember when
you’re overworked. Remember anyway.
3. ASSERTIVENESS. Patients appreciate it if doctors or medical students explain what
they’re doing and why, with appropriate certainty. Tread the line between
assertiveness and cockiness carefully. During rounds or ‘pimp sessions’, volunteer
answers if you know them. (But always give the person to whom the question is asked
a chance to answer first!) If you don’t know, say so (see #1).
4. READ. Assertiveness is best when accompanied by knowledge. Start with reading
about your patients. You will remember things better if you have a patient to connect
to the disease, procedure or treatment.
5. RESPECT YOUR FELLOW CLASSMATES. Learn with, not at the expense of, your
colleagues. Never put down or show up another student. Your team will spot
"brown-nosing" and backstabbing easily. Give your classmates a heads-up if you’re
going to present an article. Remember, good students can make each other look
6. TAKE CARE OF YOURSELF. Despite the fact that medical students are "lowest on
the totem pole," you do not have to suffer. Eat when you can, sleep when you can.
Always carry around a snack in your pocket (especially on surgery and Ob/Gyn).
When you learn to strike a perfect work-life balance, let the rest of us know how!
7. BE FRIENDLY WITH SUPPORT STAFF, especially the nurses. Introduce yourself
and learn their names. The nurses know more than you do about how the hospital
functions and day-to-day clinical care—ask them. During pre-rounds, don’t hesitate
to turn to the nurse as a resource about what happened overnight.
8. BE ON TIME. Even if your residents aren’t.
9. ASK QUESTIONS. This demonstrates interest and an eagerness to learn. It is better,
however, to focus on clinical decision making skills and questions that can only be
answered by someone with experience. Recognize when it may not be a good time to
ask a question and save it for later.
10. SEEK FEEDBACK. It is your responsibility to find out how your team regards you.
Ask specific questions and you will get more helpful answers. It is often helpful to sit
down at the halfway mark of the rotation and ask for formal feedback.
11. BE ACCOUNTABLE. Post a schedule of your lectures and give your team your pager
number. Check-in throughout the day but don’t annoy your residents. Update them
and offer to help with their work if you have free time.
12. WORK HARD; TAKE INITIATIVE; BE PROACTIVE. Being a medical student, it
is almost a given that you are a hard worker. But, you need to show it (in a respectful
way). Volunteer to take on an extra patient. Go walk with your patient who needs to
get out of bed. Offer to stay a little longer at the end of the day to help out. Be
proactive when you can and anticipate the times when you can be helpful to your
team. But, remember #6 (and #5).
13. KNOW YOUR PATIENTS BETTER THAN ANYONE ELSE. Even though it
might not always feel like it, you have the most time. Spending time with patients
carries a responsibility to communicate their fears, questions & concerns to the team
and make sure they are addressed. Your residents will appreciate it and it makes you
look like you are on top of things. Most importantly, this may have impact on the
14. REMEMBER HUMILITY. As a medical student, you should show the appropriate
respect to the residents and attendings that were once in your position. Do not try to
outsmart, embarrass, or correct them in the middle of conference (or ever).
15. LOOK PRESENTABLE. You are a member of the team in a professional
environment. Socks or pantyhose should always be worn, and open-toe shoes are a
violation of Occupational Safety and Health Administration (OSHA) rules, and risk
your own safety. Jeans and denim are prohibited by hospital policy. NMH and
Illinois Department of Public Health regulations require that scrub attire must not be
worn outside hospital buildings. If you leave the OR or area where scrubs are
required, scrubs must be covered at all times by closed lab coats or disposable lab
coats, even in cases when you have no intention of returning to the designated unit.
DO NOT wear scrubs, even with a cover, in neighborhood restaurants and shops.
16. BE PREPARED TO BE ON-CALL THE FIRST NIGHT. This is a possibility on
17. PREPARE/PRACTICE FOR ORAL PRESENTATIONS. Always expect to present
your patient, whether you have admitted them or picked them up. Your oral
presentation is your time to show what you know and how you have assessed your
patient. This is often the only way for your attending to evaluate you, in addition to
what he or she hears about you secondhand from your resident.
Remember Patient Confidentiality.
Respect your patients. Corridors, elevators, stairwells, Au Bon
Pain, and other public locations are inappropriate areas to talk
about patients, even if you leave out their name. There have been
incidents in which patients’ families have complained to the
hospital. And plus, it’s just bad form.
Basic Charting Information & Tips
One of your duties will be writing the progress note and sometimes putting in orders for
patients. Keep in mind that the primary purpose of the note is to communicate. So,
write clearly and concisely. Excessively long notes may not be read, and bare notes
may not convey enough information or thought. Also, try not to use abbreviations as
they are rarely standardized.
At the beginning of all written notes, it may be helpful to indicate which service you
represent and your individual status, e.g. “Neurology MS3 Progress Note.” At the end
of all your notes and orders, print your name and indicate your status and pager
number (“Joe Smith, MS3 Pager: 33333”). In Powerchart, there are note titles
specifically for medical students to help identify your note as a student note (“Medical
student progress note”).
In the Assessment/Plan section of your note, give your impression of patient management
and recommendations. However, always state them as considerations unless you have
discussed them with your team. For example, “consider Celexa 20mg PO daily to treat
major depression.” Your assessment and plan should not differ too much from your
teammates’. Never make statements that directly question the recommendations or
judgment of others.
Also, remember that the patient’s chart is a legal document. Thus, if you are using paper
charts and you make a mistake, cross out the mistake once, write “error” or “err” and
initial it. On the computer, “in error” the note and write an addendum correcting the
error. You must sign your notes for them to appear as a proper note in Powerchart;
orders must be cosigned by an intern or resident.
Using Powerchart and Epic
Electronic records make it easy to copy and paste. So be sure you are not
plagiarizing other people’s notes. You can often copy-forward your own progress
notes, but be sure to update daily information, assessments, and plans. It is a
liability to enter incorrect information in the medical record.
SAVE, SAVE, SAVE, SAVE!! Especially whenever you step away from a computer.
Losing a note is not something you want to experience.
Some residents will have you sign and forward your notes; others will have you
forward your unsigned note. Ask them what they prefer.
Always remember that the EMR is a legal document and is permanent. Be accurate
Powerchart: Powerchart is the EMR for the inpatient/hospital. You will get Powerchart
training, and your ability to use it will increase with time. Until then, here are a few
Dot-Phrases: You will learn to use and create these in training. They can be used
as shortcuts for different types of notes as well as for standard text within notes,
saving you lots of time.
Use existing dot phrases: useful Powerchart dot-phrases: “.cbc_chem”;
“.vitals”; “.hb”; “.wbc”; “.urinalysis”, etc.
Create your own dot phrases:
Useful personalized dot phrases: ROS, PEX, Your signature (“Joe
Smith, MS3 Pager: 33333”), post-op note (see OBGYN/Surgery
sections) with blanks. ***Make sure to edit each dot phrase as it
pertains to your patient; this is the danger of using generic dot
phrases and has gotten medical students in trouble in the past if
not tailored to their individual patient
In Powerchart, type out the text you would like to have readily
Highlight the text and right-click, select “save as auto-text.”
There will be a space where you can enter the “name” of your dotphrase. It is useful to start all of your dot phrases the same waymany people use their initials. Don’t forget to start each dot
phrase with a period! Example: Joe Michael Smith may make the
following dot phrase: “.JMSros”
MAR View Tab: great way to check on the medications and fluids your patient is
receiving, including how much and when they were given (great for monitoring
pain PRN medication requirements, zofran use for nausea, PRN
NEW RESULTS Tab: This is a great way to find out the most recent studies, labs,
etc… that you might not even know were ordered.
Orders Tab: the reality of third year medical school is that you are often out of the
loop when it comes to small changes in management of your patients. The orders
tab can help keep you updated. This is where to look for the patient’s diet (NPO
v. clears v. general diet, etc); IVFs, new medication orders, etc.
EPIC: EPIC is the EMR for NMFF outpatient clinics as well as Lurie Children’s. You will be
trained to use it before rotating at Lurie Children’s and will learn the basics before
then. It is useful to look up a patient in EPIC because you may be able to see outpatient
workups, care and labs. Tips: if you are simply looking up a patient and won’t be
writing a note on the patient, simply click the “review” tab instead of “opening” their
file. If you are writing notes on EPIC, never click “close encounter” unless your
attending specifically asks you to do so.
Feinberg School of Medicine Policy on the Electronic Medical Record for students:
“It is never appropriate for a student to copy and paste elements of another
person’s H&P or patient care note into their own note and portray it as their
work. All information, other than structured data elements contained within the
medical record (vital signs, lab results, medication records, etc) should reflect
the student’s ability to gather and present patient data. If a student copies and
pastes their own note from a previous day, it should reflect all relevant changes
in the patient’s condition and progression in their understanding/analysis of the
patient’s underlying disease process. Inappropriate copying and pasting of
another person’s work will be considered a transgression of the student code of
conduct and a professionalism form may be submitted to the Dean’s office.
Students have FAILED the entire clerkship for this in the past.”
Documenting Laboratory Values
One of the most commonly ordered tests is the basic chemistry panel, previously
referred to as “Chem-7” (right), since it provides a quick assessment of electrolytes, renal
function, and serum glucose. Another common test is the complete blood count (CBC)
(left). The following skeleton or “fishbone” is used:
\ Hgb /
WBC ----- Plts
/ Hct \
Na | Cl | BUN /
K | HCO3 | Cr
It is also recommended that you include the MCV and RDW to rule out or help evaluate
anemia as well as the differential if it was ordered, e.g. %Neut if you suspect bacterial
The traditional method to report arterial blood gas (ABG) results is:
FiO2 / pH / pCO2 / pO2 / HCO3 / BE / O2 saturation
Frequently, the FiO2 is left out if the patient is on room air (FiO2=21%), and the anion gap
is appended to the end to help evaluate acid-base disturbances.
A note about abbreviations: Abbreviations can be confusing and dangerous. There are
specific prohibitions in Joint Commission accreditation standards against using
abbreviations for medication names. Do not ever abbreviate a diagnosis. See the
abbreviation section in this guide for more information, but in general, stay away from
abbreviations wherever possible.
The Case Presentation
This is how your attendings and/or senior residents assess your clinical reasoning skills.
Presentation skills require experience and knowledge, so expect to grow over time.
Throughout the year, you will learn to formulate and convey a well-ordered, concise
summary of the pertinent clinical information.
Organization is keyPresent in order. One of the most common criticisms of
student presentations is that they are “disorganized.” The SOAP/H&P format is a
good standard to follow.
If Review of Systems is non-contributory, state “non-contributory” (okay in
presentations, not in notes). Otherwise, say “ROS remarkable for history of joint
pain related to arthritis.” If it is relevant to the patient’s chief complaint, it
belongs in the HPI.
Physical exam: presenting this is attending-dependent-always better to ask
before presenting. Always start with vitals: “afebrile overnight, BPs ranged from
120-150/70-90, HR, RR, satting well on room air.” Many times it’s ok to state the
pertinent findings or the exam you are most interested (if the patient has a
cardiac problem—you care most about heart, lungs, edema; a GI surgery case-you
care about the abdomen)
Offer YOUR assessment and plan. Be systematic by problem or by system
(service/attending dependent). Be prepared to justify.
TRY NOT TO READ. You may refer to notes while presenting, but reading from
the page is tedious for everyone. Try highlighting important history/labs
beforehand if you do plan to use notes.
State only pertinent information. This is a lose-lose situation as a medical
student because we often don’t know what is pertinent and have been trained to
err on the side of thoroughness. Use your best judgment and learn from your
(and other students’!) mistakes.
H&P Presentation Structure
Consider your presentation a persuasive argument in which you provide evidence for your
Patient’s name, age, sex, chief complaint and any relevant past medical history.
You can and should abbreviate this for the purposes of presentation
Plan to include:
Description of symptoms i.e. OLDCARTS
Chronologic development of symptoms in days prior to admission
Include pertinent positive symptoms, as well as pertinent negatives
Simply a list of medical conditions which the patient has had
Elaborate only on those with special relevance
List ONLY the names unless otherwise directed by an attending or resident
ALLERGIES: list any major drug allergies
Condense to relevant details: “lives with husband, employed as secretary (attending
dependent) smokes one pack per day for last 20 years, no alcohol or illicits.”
Only include something that might point in the way of one diagnosis or another. It’s ok
to say here (but not in your note!) that family history is non-contributory.
Begin with a description of the patient and vital signs. If vital signs are all within
normal limits, it is usually ok to say so without mentioning specific numbers. Have
them on hand just in case.
List the pertinent positive and negative findings in their respective organ systems.
Not every organ system needs to be presented every time.
Always include lungs, heart, and abdomen (if normal, state: “heart regular, lungs clear,
Include pertinent (pointing toward or away from a diagnosis) laboratory values and
results from tests or procedures.
Have the other labs that were done readily available just in case you thought one was
less important than it actually was.
Be prepared to look at and thoughtfully discuss any imaging that was done.
Finish with a summary statement that includes what you think is going on, and what
you want to do about it. Offer YOUR assessment, plan and justification.
This is a great place to teach the team about a treatment option/discuss a paper
pertaining to the management of your patient’s problem (if your team is not rushed for
time)-being concise is key-articulate the main take aways in 2 minutes or less; if they
have more questions or want more detail-they will ask you for it.
The following is provided as a very brief example, which should be tailored to the clerkship
and attending preferences:
Mr. Foley is a 53 year old man with history of stage III prostate cancer diagnosed in
March 2009 s/p radical prostatectomy and adjuvant radiation therapy, who
presents with intermittent, non-radiating lower back pain x 2 months. Pain
began gradually and has increased in severity to 8/10 on pain scale. Pain is
worse at night but independent of position. He has been taking Advil without
relief. He denies history of trauma to area, change in urination, change in
bowel habits, weakness of proximal muscles, fevers, and chills.
His medical history is significant for chronic urinary retention for which he takes
bethanecol. He has no known drug allergies. He denies ethanol and tobacco
usage. Family history is noncontributory.
On physical exam, the patient is a cachectic male in no acute distress. Vital signs are
stable. Lungs clear, heart regular, abdomen soft and nontender with palpable
liver edge at 2 cm below costal margin. Back exam significant for point
tenderness over L4-L5. Neuro exam with 5/5 strength throughout, sensation
intact to light touch bilaterally, and a negative straight leg raise test.
Basic chemistry panel and CBC were within normal limits except for calcium of 11.5;
alk phos of 150. His most recent PSA one month ago was 10, increased from
three months previously which was 5.
In summary, the patient is a 53 year old man with history of prostate cancer who
now presents with back pain, point tenderness on exam, hypercalcemia and
elevated alk phos and PSA. This likely represents metastasis to the lumbar
vertebrae. The enlarged liver may represent liver metastasis. I would like to
start 1mg IV dilaudid for the pain, obtain a bone scan to evaluate for bone
metastasis, and obtain abdominal CT to evaluate for liver metastasis.
Admission and Discharge
With electronic medical records, it is unlikely that you will be writing orders on the floor.
However, you WILL BE EXPECTED TO WRITE ORDERS (typed freehand from
memory) on the OSCE exam for Surgery and Pediatrics.
A good way to learn is to practice writing a set of orders for patients your team is admitting,
then have your intern/ resident take a look at them. This will give you experience, as
well as demonstrate that you are being proactive about your learning.
There are numerous different mnemonics used. Pick one and stick to it. Here, we use
Admit: Ward, Hospital care team names and contact info
12 E, Attending: Dr. Shapiro, Intern: John Smith, pager #5-1234
Diagnosis: Primary reason for admission or if post-op
s/p laparoscopic appendectomy
Condition: Stable or not (of limited use, since you may hear that “a dead patient is
Stable. Fair. Critical.
Vitals: Which? How often? When to notify house officer?
Vitals q6h per protocol. Please also check pulse ox. Call h.o.
(house officer) for T>100.5 <96, HR>120 <50, RR>20 <12,
BP>160/110 <90/60, O2sat <92%, glucose <70 >200, urine output
Allergies: Include reactions if known. “NKDA” if none.
Penicillin – rash/swelling
Nursing orders: Things that need to be monitored/checked.
Strict I/O q shift, Daily weights, Accu-check qAM, Foley to
gravity, NG tube to LIWS (low intermittent wall suction),
Incentive spirometer 10x/1h when awake, TEDs and SCDs while not
Diet: Choices include the following:
NPO after midnight (for procedures). NPO.
General diet. Clears. Mechanical soft.
TLC diet. ADA diet. Renal diet.
Continuous G-tube feedings.
Activity: Typically ad lib. Remember non-weight bearing (NWB) for Ortho.
Ad lib. Up with assist. Strict bedrest. OOB (out of bed) to
chair. NWB left leg (no weight bearing).
Labs: Specify what, when, how often, and for how long.
CBC, Chem 7 + Ca, Mg qAM x 3d. LFTs and ESR now.
IVF: Type and infusio
on rate (more im
mportant for surgeery). “HLIV” (hep
plock IV) if nonee.
D5 0.45 NS
S @ 125 cc/h.
Speciial Studies: Dia
agnostic tests and consults.
t. CT brain w/wo contrast.
cations: Be surre to specify these four:
1) drug nam
me (generic or trad
3) administrration route (PO,, IV, IM, SQ, PR))
y (QD, QAM, QH
HS, BID, q 8 hrs, etc.)
Pepcid 20 mg PO QHS
0 mg PO BID
325 mg, 1 tab PO q4-6 hour
rs PRN pain
000U SQ q8h
RGERY, when wrriting post-op ord
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medication, dose, frequency, routte, reason for the medication, and
d how to take eacch.
To prescribe outpatient meds, use prescription stationery (“scrip pads”) when discharging
patients on medications. Use patient stickers to mark the patient’s name. As always,
write the drug name, dosage, route of administration, dosing frequency, indication for
drug, number of pills to dispense (“Disp”), and number of refills (“R”). Be sure to spell
out the numbers of pills and refills or strike any zeroes, so they cannot be altered.
Hand the script to an MD to sign. Controlled substances will also require their DEA
John Q. Smith
April 1, 2011
Sig: Take 1 tab PO every 4-6 hrs PRN pain
Disp: 30 (thirty)
You can also specify substitution with a generic drug. Generics usually save the patient
money and are required by the Food and Drug Administration (FDA) to have 80%
bioequivalence of the brand name drug.
Abbreviations are not recommended for patient
safety reasons, but you may see these used.
label (Latin: signa)
one (used to substitute for numerical digit)
two (used to substitute for numerical digit)
T.T.T.three (used to substitute for numerical digit)
tablet (Latin: tabella)
twice per day
three times a day (Latin: ter in die)
every (Latin: quaque)
qh or q° every hour
at hour of sleep
four times per day
every Monday, Wednesday, and Friday
every other day
As needed (Latin: Pro re nata; "as the
no or none
Official JCAHO Abbreviation “Do Not Use” List
U – instead write "unit"
IU – instead write "International Unit"
Q.D., QD, q.d., qd – instead write “daily”
Q.O.D., QOD, q.o.d, qod – instead write "every other day"
Trailing zero (X.0 mg) – instead write “X mg”
Lack of leading zero (.X mg) – instead write 0.X mg
MS, MSO4 and MgSO4 – write "morphine sulfate" or
Lay off the Land
ardiac Cath, EP, Nu
rub machines, Pa
aging Services office, surgery resident room
mary surgical suitees, post-op recoveryy rooms
ng room, US, MRI, CT, GI lab, IR
alth Learning Centeer, Conference Roo
Caffeteria, NM Academ
Mezzanine (ED), Obseervation Unit
mergency Departmeent, ED CT, ED Rad
NMH Galter Pa
Outtpatient Cancer Cen
Outtpatient Urology, Neurosurgery,
y, CT surgery, Vascu
Outtpatient IM, Geriattrics, Allergy, Pulmo
GI, GI Su
Outtpatient Orthopedics, Pain, Lifestyle Medicine,
Outtpatient ENT, Ophtthalmology
Stone Inpatient Psych
patient Heart Failurre Unit
partments of Mediccine and Surgery
Pattient Services Centeer
6th Floor: Ambulato
Postpartum, Newborn nursery
Labor & Delivery, L&D Surgical Suites
Gyn Surgical Suites, Locker Rooms, Scrub Machines
Dermatology, MFM, Ob/Gyn Offices
Lynn Sage Breast Surg Clinic, Mammograms
Lurie Children’s Hospital of Chicago:
Gen Med, Pulmonology, Allergy/Immunology, ID, MOU
GI/Hepatology, Nephrology, Ortho, ENT, Gen Surg
Neurology, Neurosurgery, Endocrine, Epilepsy Unit
Outpatient Cancer Center
CCU, Respiratory Therapy
Family Life Center
Sky Cafe, Conference Rooms, Health Sciences Library
Psych Inpatient, Psych Outpatient
Surgical Suites, Post-Anesthesia Recovery Units
CT, MRI, Cardiac Cath, NM, IR, EP
Outpatient Clinics, Walgreens Pharmacy, Sleep Medicine
ER, Triage, Lobby
Jesse Brown VA Medical Center Bed Tower
John H. Stroger, Jr. Hospital of Cook County
1st Floor: Clinics A-F
3rd floor: OR, OR scrub machines
4 North: Gyne, Gyne Onc
4 South: OB triage, L&D, Antepartum, Postpartum, ATU, L&D scrub machines
Fantus Clinic 4th floor: Gyne clinic, family planning clinic
Guide to the Patient Room
As you enter AND leave any patient room for ANY reason whatsoever, clean your hands
every time without exception. Random mystery audits are conducted constantly and you
may well be stopped if you fail to do this. Use the hand gel or soap and water. Observe
and follow any additional isolation directions on the door signs.
The entire bed, an
nd its head and tail,
can each be raised
and lowered independently
The controls sit outside the bed
d rails. There are also simplified controls inside tthe
nt use. The bed ra
ails are released by a small lever underneath.
rails for patien
Falls are a seriouss hospital safety issue. If you raisse the bed or loweer a rail, make su
to restore it to its original posittion before leavin
ng the room.
e: Can be adjusteed to jut out direcctly over the bed.. Used for meals,, and sometimes also
as a workspace wheen doing procedu
ures. You can raiise/lower it via th
he release lever oon
thee side. Some mod
dels have an expa
andable lower leaf or even a fold--out mirror.
ote control: Adj
djusts the TV and
d room lights. Ca
an also call the flo
oor secretary, wh
n dispatch the pa
ump: Delivers co
ons of fluids and medications to the
t patient at a seet
ratee, which is indica
ated on a display
y. The infused su
ubstances hang in
n bags above, wh
aree labeled with thee names of the su
ubstance and the patient. The pump has a batteryy
d sits on a wheeleed pole, which ca
an be unplugged and taken to thee bathroom (or on
wallk around the flo
Tip #1: if the pump
ng, this may mean that
a bag is empty and needs to be
replaced, or th
hat the tubing betw
ween the pump and patient is kinked. Check for an
uction (is the patient laying on the tub
bing?), and if none is found, contact
the patient's nurse.
You can silen
nce the beeping briiefly by pressing the yellow “Silence”
nfusions are no lon
nger needed, the tub
bing can be disconn
nected with the IV
Tip #2: if IV in
catheter left in
n place (e.g., still in
n the patient's arm)), allowing the patieent to walk
around freely.. The remaining ca
atheter is called a heeparin lock (“hep-lock”) IV.
ssion devices (SCDs):
Consistts of a small mach
hine and two
pneeumatic compresssion sleeves. Th
he machine sits near
the tail of the bed and
perriodically inflatess/deflates the sleeeves, which are usually
ound the calves, tto
(TEDs):: This is a fancy name
for tight kn
thaat are worn aroun
nd the calves. Th
hey also help prev
vent DVTs, and are
a often used in
mbination with SCDs.
Nasall cannula: A pair of prongs that sit in the nose an
nd deliver suppleemental oxygen ((2 to
6 liiters/minute). The tubing goes around the ears an
nd attaches to a port on the wall..
Nexxt to the port is a gauge, which lo
ooks like a thermometer with a litttle ball inside th
dicates the rate off oxygen delivery
y (in L/min), and
d a knob that adju
usts this rate.
mask: Used for patients who req
quire additional oxygen. It comees in several varieeties,
hich are beyond th
he scope of this text.
People on the Flloor
Mediccine is a team effo
ort. Getting to kn
now the other members can help
p you stay on top of
yyour patients and
d will also make you
y look like a sta
secretary: One of the most important people on
n the floor. Can lo
ocate a patient's
nurse, tell you wh
here a patient hass gone, help find
d a piece of equipment, and otherw
make life easier in
n numerous way
es: An invaluablle source of information about your patients, the floor,
hospital in genera
al. If you make an
a effort to keep them
your team' s
plans, they will ap
ppreciate it. Don
n't be afraid to assk them question
ge nurse: Mana
age most aspects of the floor. Am
mong other thingss, they supervise
other nurses and stay on top of alll patient arrivals and departures..
Nurse practitioners: Work with the medical team to manage a subset of patients and
help out with many other miscellaneous tasks.
Social workers: Help with the myriad social aspects of a hospital stay, including
coordinating social support services, obtaining funding, locating housing for visiting
families, and finding a place for patients to go after they leave the hospital and helping
them to get a ride there.
Case managers: Assist with discharge planning. They review medical records daily and
help determine whether a patient still needs to be in the hospital, and if not, where
they should go.
Others: You may also encounter respiratory therapists, radiology technicians,
phlebotomists, nutritionists, chaplains, hospital volunteers, and many others. As
usual, it pays to get to know them!
The NMH Pager Directory
You can find the paging website through NMConnect or Infoplex. Pay attention to the
paging etiquette – it is strongly adhered to (most of the time).
Make sure you are paging the right person at a reasonable time of day.
Always use your first and last name when paging.
Don’t leave the phone that you’ve paged someone to; give the person time to get back to
you (around 15 minutes).
Never page someone to your pager or to an out-of-area code phone number.
Change your battery if you hear your pager beeping/vibrating.
Books & References
Suggested Pocketbooks and electronic references for all rotations:
ePocrates (PDA/iPhone) or Tarascon Pocket Pharmacopoeia (Book): Medication reference including
indications, available dosing/form, and generic-trade name cross referencing.
UCentral: Includes access to Medline journals, Davis’s Drug Guide, Harrison’s Manual of Medicine, NU
News, Pocket Guide to Diagnostic Tests, and Taber’s Cyclopedic Medical Dictionary. Available free
online through the Galter website
Qx Calculate: phone application with risk formulas for all areas of medicine and surgery
Medscape Mobile: a great free resource covering a wide variety of topics. Available online at
Pocket Medicine (aka “the Green Book”): An excellent source of reference on the wards, especially for the
medicine clerkship. Great differential diagnosis, work-up, and treatment plans in an efficient outline
Maxwell’s: Concise guide of normal lab values, dermatomes, etc. Bare-bones but useful information.
Sanford Guide to Antimicrobial Therapy: a guide to choosing the appropriate antibiotic for a given
disease or pathogen. Can be a little intimidating at first, but very useful once you get the hang of it!
The medicine clerkship consists of two inpatient months (at NMH and/or the VA) and 1
outpatient/specialty month (you will have a choice of many specialties including
GI/cards/nephrology/allergy/geriatrics/palliative care, etc). During the inpatient
months you will be a part of the same team* for 1 month and will be writing several
H&Ps like the one below. Your written H and Ps and your oral presentations are your
opportunity to learn and show what you’ve learned.
The medical student H&P is usually the most comprehensive and complete H&P in the
medical record, usually more so than the resident or attending note. Remember that
your note is part of the permanent medical record, so document accurately and
truthfully. If you do not perform a part of the physical exam, do not write that it is
normal in your note. On this clerkship, never write the phrase “non-contributory” in
your written H&P (however when giving an oral case presentation you may often say
*Note: your attendings will probably change every two weeks and your residents will usually change monthly, but on a
different schedule from the students.
CC: A few words on why the patient presents. Quote the patient if you can, and always
include the duration of the complaint. For example: instead of “arm pain,” you should
write “left arm pain x 3 days.”
HPI: Tell the story. Why is the patient presenting with this NOW? Try to maintain
chronology, but include significant past medical history, pertinent demographic
information (age/sex), OLDCARTS, and relevant Review of Systems. It’s important to
include the most important relevant history (including ROS/FH etc) in the HPI. For
example if the patient comes in with chest pain it may be relevant that his
father/mother both had MIs at early ages. Try to include pertinent positive and
negative symptoms that help separate between two diagnoses.
Many attendings prefer a few words right after the opening sentence elaborating on
pertinent PMH (e.g., '55 yo woman with hx of breast cancer, HTN, CHF presents with
R arm pain. Her breast cancer was diagnosed 4 years ago, treated with chemo/XRT,
followed with biannual mammograms without evidence of recurrence most recently 2
Since most patients are admitted by way of the Emergency Department or have been
admitted overnight, students often struggle with how and where to include
information obtained in the ED/previous workup overnight (e.g. CT scan). We’ve
found that it varies based on the attending, so your best bet is to take note of what the
attending wants, then adjust your HPI accordingly. One way to include this is to add a
final section of your HPI briefly discussing the ED course. For example, if a patient is
admitted for septic shock, you could write “ED Course: pt received 2L NS bolus and
was received one dose of ** antibiotics.”
Review of Systems: (ROS can also be placed just before the PEX section, helpful to make
a dotphrase and alter accordingly)
GEN: unintentional weight loss/gain? Appetite? Fatigue?
Lightheadedness/dizziness? Fevers/chills? Night sweats?
HEENT: Headaches? Sinus/nasal congestion? Hearing/vision changes? Ear pain?
Sore throat? Dysphagia/odynophagia? Hoarseness?
PULM: Chest pain? Shortness of breath? Dyspnea on exertion? Cough?
CV: Chest pain? Palpitations? Orthopnea? Syncope?
GI: Abdominal pain? Nausea/vomiting? Diarrhea/constipation? Changes in bowel
habits? Hemoptysis? Hematochezia?
GU: Dysuria? Nocturia? Hematuria? Urgency? Frequency? Flank pain?
Incontinence? If female: LMP or age at menopause?
VASC: Lower extremity edema? Claudication?
MUSCULOSKELETAL: Myalgias/arthralgias? Stiffness?
NEURO: Numbness/tingling? Weakness?
HEME: Easy bruising or bleeding?
PSYCH: Mood? Anxiety/depression?
PMH/PSH: Ask specifically about major or common diseases (HTN, CAD, HL, DM) and
account for all meds on med list. If that patient has a significant illness, ask specifics
(for example, any CHF hospitalizations, for renal failure, dialysis schedule). Ask about
prior hospitalizations and ED visits (e.g. for CHF exacerbation). How long have they
had the illness and how well is it managed (e.g. “How many times a week do you forget
to take your meds?). Remember that patients’ memories and health vocabularies vary
widely and that you should tailor your questions and wording to the situation.
Meds: Medication name, dosage, route, and frequency. Before presenting your patients to
the attending, find out why your patient is on each and every one of his/her meds.
You’ll likely be asked!
PCP: Name and phone number
Family Hx: At a minimum, ask about the patient’s mother, father, and siblings. Alive and
healthy? What health problems? Specifically ask if anyone had diabetes, HTN, heart
disease, stroke, or cancer? Remember to include ages and, if deceased, the cause of
death. If the patient is very old (ie 80+), this may not be that relevant since they have
outlived most. Most attendings prefer to have students parse this down to the most
relevant components when presenting (ie if the patient is presenting with possible new
diagnosis of cancer-mention the family history of cancer).
Social Hx: Tobacco, EtOH, drug use, and sexual activity. Career. If retired, include work
history, especially if it involved occupational exposures. Living situation (what kind of
domicile and with whom). “Patient communicates comfortably in [language].”
Physical Exam: (making a dotphrase for this would be helpful, but be careful. The
physical exam is easy to lie about. It is not necessary to check for femoral bruits on
every patient, so don’t say that you did. Measuring JVD is a helpful skill, but certainly
not needed on every patient. Make sure you really measured, if you say it is normal.)
VS: Temp (route), Pulse, RR, BP (at time of interview), SpO2
GEN: A&Ox3? Pleasant? Cooperative? Sitting/laying? In distress? Well-nourished or
HEENT: NCAT? PERRLA? EOMI? Sclera anicteric? Oropharynx clear,
erythematous, or with exudate or lesions?
NECK: Neck supple? Thyromegaly? Lympadenopathy? JVD or bruits?
CHEST: Normal respiratory effort? Clear to percussion and auscultation?
CV: Regular rate & rhythm? PMI palpable? PMI location? Normal S1/S2? No S3/S4,
murmurs, rubs or gallops, or clicks?
ABD: BS normoactive? Soft? Non-tender? Non-distended? Hepatosplenomegaly?
Liver span/palpable? Surgical scars?
PULSES: Normal? Without carotid, abdominal or femoral bruits?
EXT: Clubbing/cyanosis/edema? Full range of motion? No fluctuation/crepitus?
Cool or warm to touch?
NEURO: There are six components. Document what you actually do. Better to say
“sensory normal to soft touch in hands and feet” than “grossly intact.” “Grossly
intact” usually means you didn’t really test. Every patient does not need all 12
cranial nerves tested. You might just check extra-ocular motion or sensory in the
face. Tell us what you did. Check some reflexes on every patient. This is how you
learn how to do them. Describe which motor tests were done, “5/5 throughout”
has little meaning. (See Neurology section for more detailed exam)
Labs: Include CBC (with diff), Chem 7, and other labs done in the ED. If applicableinclude urinalysis, blood/urine cultures, troponins, BNP, etc.
Imaging: X-rays, CT, MRI, US, EKG. Include your own assessment when you can, not just
a copy-paste of the report. Be sure to note whose assessment you are giving (i.e. your
own, the radiologist’s, your intern’s, etc.). It’s often helpful to write the date of imaging
and the study “4/19 CXR: ______”
A/P: The assessment and plan are usually the most difficult elements of the H&P for the
junior student and are often wrong (and time-consuming!) early in the clerkship; this
shouldn’t discourage you from putting something down (some students feel more
comfortable writing “CONSIDER” before each recommendation). In the assessment,
don’t forget to include age/sex, an abbreviated restatement of the chief complaint and
HPI, and a ranked differential diagnosis based on symptoms, signs, PEX, and other
studies. For each item in the differential diagnosis explain your reasoning of why this
may or may not be the correct diagnosis. The entire write up is a case that you are
building and the A/P is your conclusion to bring it all together. All the evidence you
sum together here should have been presented earlier in the write up. Expect your
assessment to be longer and more detailed than your interns’.
For the plan: some attendings want it systems based (i.e. Respiratory, CV, GI, etc.), but
most medicine attendings seem to prefer it problem based (i.e. “Chest Pain,”
“Difficulty breathing,” etc). Some residents like you to number each element of the
plan for organizational purposes. Remember to include diet/F/E/N, TEDs, SCDs,
DVT prophylaxis, ulcer prophylaxis, IV fluids, electrolyte replacement, pending
studies, and disposition (the floor to which they are getting admitted), and the code
status. Also be sure to account for all medications, including any held medications.
Don’t be afraid to talk to your interns and residents about your plans if they are willing and
have time. Make it a point to do this before rounds to make sure that your thoughts are
up to date and generally correct.
S: Include patient’s status, significant overnight events (if nothing major-can write “no
events overnight”), pain control, toleration of diet and brief ROS. Helpful to talk to the
night nursing team to get information about this.
O: Vitals: Include the patient’s current temperature (Tc) as well as maximum temperature
in the last 24 hours (Tm), pulse (including range over 24 h), blood pressure (range over
24 h), respiratory rate, and pulse ox (on oxygen or room air). Ins and Outs should be
recorded both over past 24 h and for each 8 h shift. Always address vitals in your oral
PEX: As in the H&P, although this should be more focused and may include fewer organ
systems (General, CV, Lungs, Abdomen, and Extremities is a good bare minimum, place
any other system with a problem you are following). When presenting, it is very
attending dependent on how much detail they want you to go into. Some will want heart,
lungs, and abdominal exam on every patient everyday regardless of their chief concern
while others will only want relevant updates. Check with your attending on expectations.
Labs: Patients usually have daily CBCs (with differential) and basic chemistry panels so
it is helpful to date the labs. Don’t forget to follow up on any pending labs from the
previous day (ie blood cultures with sensitivities). When presenting, be prepared with the
previous day’s labs to track changes.
Imaging: Follow up on any pending imaging from the previous day. Use your own
assessment when you can, and be sure to note whose assessment you are giving (i.e. your
own, the radiologist’s, your intern’s, etc.)
A: Very similar to what you did for the H&P, but perhaps less detailed. Highlight any
changes from your original assessment based on new labs, imaging, etc.
P: Again, similar to the H&P. Students commonly forget to reflect medications that were
added, discontinued or dosage changed. It is helpful to add which day number in a
course of medication the patient is on, i.e., “day 2 of 7”. Also check the MAR view and
ORDERS in PowerChart to see which medications the patients are still on and which
ones they no longer need to be one. Each medication should be addressed in the Plan.
Additionally always know what diet your patient is on and what fluids, if any the patient
is receiving. In the context of a progress note, “disposition” refers to the plans for
discharge. When in doubt, “discharge per attending” is usually a safe answer.
Students are integral members of the team while on
the medicine rotation. Ways to help include obtaining the patient’s PMD name
and number and sending them a quick page letting them know their patient is in
the hospital for ** (always make sure your attending/resident are OK with this before
you do it the first time). Additionally, you can help your team by obtaining outside
hospital records-must have the patient sign a form and fax the form to the OSH with
the exact studies you want (HINT-write “STAT” on the faxed consent form if you need
the forms more urgently; call the hospital records department and alert them that the
fax is coming). If there is a lab or study that you are waiting for–don’t hesitate to call
down to the lab and ask about it. You can also help your team by offering to set up
appointments for the patient right before they are discharged (ex: follow-up with their
PMD). Last, you can proactively help your interns with discharge forms/hospital
Recommended References, Textbooks, and Pocketbooks:
MKSAP: Collection of patient cases with questions; very similar to shelf questions. This
is the one resource that the vast majority of students use in preparation for the shelf
Pocket Medicine (aka “The Green Book”): An excellent source of reference on the wards.
Great differential diagnosis, work-up, and treatment plans in an efficient outline format.
A must-have text for the medicine rotation. If you had this book memorized you could be
an attending (don’t attempt this in the 3 month rotation).
The Only EKG Book You'll Ever Need: Interpretation of EKGs is really important, as it is
a common “pimping point” by many attendings, and it is expected that you know how to
interpret them when you start on the wards! This is a concise, well-organized EKG book.
It is recommended that you briefly review EKGs before starting your medicine rotation.
Most important is establishing a systematic way to review EKGs and going through this
method each time you review an EKG.
UpToDate: This is the first resource most students use on the wards to find a quick
answer to a clinical question.
Step Up To Medicine: A well-organized, comprehensive, very readable text that blends a
bullet-outline format with comprehensive paragraphs. Contains x-rays, ECGs,
mnemonics and “Quick Hit” pearls. A great text to read throughout the clerkship.
USMLE World Question Bank is useful for every SHELF exam but is the most useful for
this rotation. About ¾ of the Qbank is dedicated towards medicine. The more you do the
better off you’ll be. Start early on. Try doing 10 questions a day starting on your first day
of medicine and you should be able to tackle a majority of the questions.
Testing / Grading:
SHELF: The Medicine SHELF examination consists of 100 questions. Students often
struggle with timing as the stems to each question are usually long and take a while to
digest. Also keep in mind that most shelf exams have about 7 questions at the very
end that have 12 or so possible answers. The key to success seems to be doing plenty of
practice questions and starting to read early. If you start the rotation by doing 10
UWorld questions a day-you will be able to do most questions by the end of the
rotation and be very well prepared for the medicine shelf.
OSCE: The OSCE is an assessment of your clinical skills that usually takes place on the last
week of the clerkship. It consists of 4-6 stations with standardized patients with
corresponding computer stations, where you will be expected to develop differentials,
think about management, and write admission orders. The OSCE is written by
Feinberg faculty and so reflects much of what was taught in didactic sessions and the
GRADING: Your grade on medicine is heavily based on your clinical evaluations, so
spend a lot of time reading up on your patients and being the best ward clerk that you
can be. Each inpatient month counts for 30% (total 60%), the shelf for 20%, OSCE for
10%, and your specialty month for 10%.
Top 20 Pearls for Pimping:
Reading a CXR:
Deriving a Diff Dx:
Causes of ESR >100:
Chronic Infxn (Osteo,
SBE, TB, abscess)
Etiologies of AKI:
Prerenal (most common):
bladder neck obstruction
b/l ureteral obstruction
Causes of Chest
LDHeff > 2/3 upper
limit of normal of
Obstruction, sm bowel:
Lower GI Bleeds:
Upper GI bleed
Oral Apthous ulcers
Blood (ITP, Hemolytic
ANA (almost always +)
Immunology (dsDNA, antiSm, low C)
Mortality Benefit in
Class IV CHF
ECG changes with PE:
Specific but not
S1Q3T3 sign - an S
wave in lead I, Q wave
in lead III, and inverted
T wave in lead III
Common bone mets:
“BLT w/ Kosher Pickle”
Acidosis / hypoAlbumin /
Electrolyte imbalance (inc K)
Uremia with Sx (cns
Goal > 4.0
Every 10 mEq K will
raise serum K by
PO: K-Dur, can give
40-60 mEq at
IV: KCl 10 mEq IV
central line to give
Goal > 2.0
IV Fluids (4:2:1 rule):
4ml/kg/hr for first 10kg
2ml/kg/hr for second
1ml/kg/hr for remaining
Risk stratification for
anticoagulation in A-fib
CHF = 1 pt
HTN = 1 pt
Age > 75yo = 1 pt
DM = 1 pt
Stroke or TIA hx = 2 pts
Obstruction, lg bowel:
Each 1 g Mg will raise
serum Mg by 0.1-0.2
Give IV in multiples of 2
Dx with ≥4 of these criteria,
sensitivity is ~75%,
specificity is ~95%
Shortcut for pts >60kg:
Weight in kg + 40 =
Modified Wells criteria for Pulmonary Embolism
PE as likely or more likely than alternate dx; clinical s/sx of DVT
HR > 100 bpm; prior DVT or PE
Immobilization (bed rest ≥>= 3 d) or surgery w/in 4 wks
Hemoptysis or malignancy
Score ≥ 2 : warfarin (unless
Score <= 4: PE unlikely, no CTA; consider D-dimer. Score >4: PE likely, order CTA
The surgery clerkship consists of one general surgery month (at NMH, the VA, or at
MacNeal), one specialty month, and one ambulatory month. You will be busy during
your general surgery month but will find that the medical student is an integral part of
the team and you can make a difference in patient care.
For every surgery that’s performed, an H and P must be written on the patient the day of
surgery (before the patient actually goes to surgery). It is often the medical student’s
job to write this H and P before surgery so the resident may modify it (some residents
have you sign it, others have you save it-you should ask for their preference). The best
way to write this note is to look up the patient in EPIC and find the H and P written by
the attending doing the surgery. You may also find the patient’s
PMH/PSH/Meds/Allergies listed more reliably as an uploaded “PCO” document,
which is a PDF uploaded to Powerchart. If the H and P has been written within 30
days of the surgery, you may use a Powernote “2G Surgery <30 days NO change in
condition.” Always ask the patient about their health the morning of surgery—any new
medications, changes in health, hospitalizations, allergies etc since they were last seen
by the doctor and perform a physical exam the day of surgery.
You will also write H and Ps if your team is consulted on a patient in the hospital or when
you’re on trauma call.
Each service will need different information. In general you need to focus on:
Brief HPI: Brief history of presenting symptoms/previous treatment/course and why the
patient is having surgery. Include the type of surgery that is being done and the
location of the surgery.
Past Surgical History: Include any bad reactions to anesthesia or difficulty with
bleeding during and after surgery
Past Medical History: As per usual.
Hardware: e.g. artificial heart valves, artificial joints, pacemaker, etc.
Current Medications: As per usual.
Drug Allergies: Include reactions to the medication, e.g. hives
Assessment/Plan: If the patient is going to the OR, you can write “** yo woman with
history of ** with newly diagnosed ***. To the OR today for ** (insert the exact surgery
that the patient has consented). Patient consented and marked. Peri-op abx ordered.
Type and cross ordered (if applicable).”
The Postoperative Note: you will often write and sign this note after each operation.
Pre-op diagnosis: Initial preoperative diagnosis
Post-op diagnosis: Final postoperative diagnosis (often “same”)
Procedure: What procedure was performed and which side
Assistants: Resident(s) and Student(s)
Anesthesia: Local, Regional, or General/GETA (general endotracheal intubation),
MAC (monitored anesthesia care - IV)
ds: IV fluids in mL.
m Specify crysta
alloid, colloid, blood products
EBL: estimated blood
d loss; minimal or
o amount in mL (oops down belo
UOP: urine output; no
one or amount in
n mL. If no foley--may write “voided prior to
ns: Type, location
Findiings: Gross path
hology as well as significant
Speciimen: What specimens were takeen to the lab, i.e. cultures, frozen sections, histoloogy,
plications: i.e. “None
apparent”” – Ask attending
g/resident beforee putting down an
n other than “non
y to recovery room
m, PACU, floor, etc.
R: Ask the anesth
hesiologist for IV
VF, EBL and UOP
ay of surgery is POD
#0, the nex
xt day is POD #1.
Postoperative: acute events ov
nal pain, flatus, hiccups
to diaphragm)), bowel movemeents, urination (iff no Foley), naussea/vomiting,
fevers/chills/ssweats, CP/SOB, pain control (PO
O, IV, # of times PCA was admin..),
ating PO (if eatin
ng), and ambulation
x, Tcurrent, HR, RR, BP, Sp02 (iff applicable)
I/Os: Total over
UOP: Over past
24hrs in 8hrss intervals in chrronological orderr starting with th
hift (i.e. “200//800/750/600 forr total of 2,350 ml/24hrs”).
patients-rrecord UOP in ccc/hr [it’s always best
b to ask your senior
what he/sshe prefers]
uts: over past 24
4hrs in 8hr interv
vals, list each dra
ain separatelyamount and what kind of effluent i.e. NG4
450 ml bile staineed fluid or 30 mL
CV: RRR, no m/r/g
ABD: soft, +//-BS, soft/rigid, tender/distended? NGT?
INCISION: c/d/i (clean/dry/intact), erythem
d, with steri-strip
ps/staples if pressent
EXT: no warmth, tenderness, edema (signs off DVT)
ng, Pathology Results, Other
r Studies, etc
POD#__, s/p [procedure] for [reason]. AFVSS
S, patient is doing
g ___ .
Neuro: pain well-controlled
n: epidural, PCA,, PO meds?
Pulm: stable on
o __L NC, wean
n O2, encourage incentive
amically stable by
OP. EBL **cc.
GI: await for return
of bowel fu
unction, +/- flatu
us. Stool softenerr PRN. Zofran
OP? d/c foley? Voiding freely?
GU: Good UO
ID: afebrile, no leukocytosis. Wound C/D/I. Continue peri-op abx (know which
antibiotics, day #)
Prophy: SCDs/TEDs, ambulation, SubQ Heparin
FEN: IVF@__, diet (i.e. ADAT = advance diet as tolerated)
Path: pathology pending
Dispo: PT/OT?; continue inpatient management; per attending; transfer to floor,
Other: miscellaneous; monitor liver, check thyroid, endocrine, etc
General Surgery Trauma Initial Evaluation:
For general surgery call, you will have two duties: taking H&Ps for surgical consults in the
ED and writing the initial trauma evaluation note when a trauma patient first arrives to
the ED (which includes the primary and secondary assessments). When the trauma pager
goes off, head to the ED trauma bay, stand behind the line marked at the foot of the
patient’s bed, and start taking notes (highly recommended you make a copy of this form
below and carry it with you on your trauma call). There will be residents and nurses saying
things out loud and it is your job to mark them on the sheet because you will eventually be
writing the H and P. There will also be a nurse recording many of these as well. Listen to
communication between the nurse and other team members but try not to get in the way!
AMPLE hx: Allergies, Meds, PMH, Last meal, Events surrounding
injury (including hx source and trauma level)
Attending: name, notified when?
Airway: airway patent?
Breathing: equal chest expansion? b/l breath sounds?
Circulation: carotids? radial? femoral? DP? PT?
Disability: GCS score
Exposure: clothing removed? warm blankets applied?
Procedures: backboard removed when? C-collar cleared when?
Tetanus booster given? FAST scan +/-?
Vitals: BP, HR, RR, Temp
Head: bony step-offs? Midface stable to palpation?
Neck: ROM? C-collar? JVD?
Chest wall: pain with palpation? instability? crepitus?
Eye: PERRLA? acuity grossly intact? EOM grossly intact?
Ear: auditory acuity grossly intact? discharge in external auditory
Nose: normal septum?
Oropharynx: mucosa normal? tongue lacerated?
Dentition: normal teeth?
Pulses: carotid, radial, femoral, PT, DP
HR: rate, rhythm, extra sounds
Lungs: consolidation? breath sounds b/l? rales? wheezes?
Abdomen: nt/nd? HSM? peritoneal signs? mass?
Rectum: gross blood? rectal tone?
GU: bloody urethra? normal external genitalia? perineal hematoma?
Pelvis: stable to palpation?
UE/LE: ROM? swelling? movement?
Back: thoracolumbar TTP? step-off? deformity?
Mental status: A&Ox3? GCS score?
Cranial nerves: grossly intact?
Sensory: RUE? LUE? RLE? LLE?
Imaging: CXR, AXR, CT, etc.
Duties in Surgery
In the OR:
Help anesthesia bring the patient to the OR from pre-op/provide a surgical hat for the patient
if anesthesia has not done so already.
Help move the patient to the OR table (make sure the gown is untied in the back).
Once patient is on table, put bed in hallway.
Ask nurse for TEDs/SCDs, place on patient.
Help position/strap down patient with seatbelt/cover with blankets (seatbelt usually placed a
hand’s-width above the knee; not too tight b/c it may compress nerves!)
Pull your gloves and a gown (handing them to scrub nurse in sterile fashion!).
Ask the nurse if you may place the foley.
Participate in the preop sign-in and time-out (say your name after the resident, “Name,
Retract and cut suture. Be ready with suture scissors when resident/attending is suturing.
Place your right hand onto your left before cutting for stabilization, leaving 1cm long suture
tails for most sutures; sometimes when deep sutures you may leave only a few millimetersbring scissors down to knot, angle upwards and cut. ASK “how long” if you’re unsure.
When patient extubated, bring bed back in (wait till extubation in case there is a complication
and additional personnel needs to enter the room).
Help transport patient to PACU, floor, etc.
Put in a post-op note. (If there’s time, do in OR before extubation.)
Hints/Tips for Surgery:
1. Look at the OR schedule the DAY BEFORE sx (Powerchart surgery schedule put in
password click your service Task Preview put in date with time 0000-2359).
2. Learn the pertinent operative anatomy/pathophysiology prior to each surgery. Know why they
are having surgery, the indications/contraindications, etc.
3. Each morning before rounds, you will “get numbers”: print your team’s signout list, and for
each patient, write down the I/O’s for past 24 hours in 8hr shifts, listing each drain separately.
Make copies for each team member (your intern or senior resident will explain this to you on
your first day)
4. On rounds, carry wound dressing supplies: bandage scissors, 4x4’s, abdominal pads, tape, and
10 mL sterile saline IV flushes (these can be found in the supply closet on the floor, get the code
from the charge nurse the first day).
5. Introduce yourself (name and rank-they need it for the chart) to the scrub/circulating nurses,
and be friendly! They can be very helpful at guiding you in the OR.
6. DO NOT touch the instrument table (Mayo). ALWAYS ask the scrub nurse to pass you
7. Observe sterile field: If you have any doubt whether or not you can touch something, DO NOT
TOUCH IT. When gowned and gloved and not standing at the table, keep your hands above
your waist and on your abdomen at all times. You don’t want to infect your patient!
8. Practice knot tying/suturing early on in the rotation or even the weekend before the rotation.
Learn two-handed knots first. Later learn one-handed. Ask your residents for a practice session
in NCASE. There are good Youtube videos if you need more help. FYI-You can get a free knot
tying board from Ethicon: www.ethicon.com contact us
9. Learn to place a foley, NG tube: This is a great way to help in the OR and on the floor. See
NEJM website for great videos on foley placement and NG tube insertion.
Being Helpful: Carry supplies for dressing changes in your white coat
on rounds. Pro-actively cut tape and prepare the dressings while the senior
resident removes the dressing. Write the surgery H and P in the morning before
surgery so your resident may edit/sign the note. Write post-op progress notes on your
patients on the day of surgery ~6 hours after the case finishes. Always be on time!
Recommended References and Textbooks:
o Primary Texts
Surgical Recall: A useful pocketbook for surgery rotation. Quick and easy to read.
Answers to many typical pimp questions and many good mnemonics.
Pestana Review: A word/pdf file passed down throughout the generations. Great
review for the shelf. Can be found on infoplex.
NMS Surgery Casebook (the red book): Tons of comprehensive case studies. A
nice alternative or supplement to practice questions and textbooks.
Casefiles – Surgery: Another solid basic review of the essentials of surgery.
Netter’s Atlas of Anatomy: Will suffice for all your anatomy needs. Read the night
before a surgery for a good anatomy review.
USMLE World Question Bank: Helpful but currently <300 surgery specific
questions. A few medicine subspecialty questions are helpful but there’s a heavy
focus on trauma.
There are 4 components to the final surgery grade: your total score, the OSCE, your clinical
evaluations, and the shelf. To get honors you must score above the class average of
your current surgery group on OSCE, clinical work and Shelf. To get a high-pass you
must score above average in 2 of the 3.
You will get an evaluation from each attending and senior resident that you work with. Each
evaluation is weighted equally. Your evaluation from your month-long general surgery
attending is equal to your evaluation from outpatient attending with whom you work
The average on the shelf exam is usually in the low 70s. The shelf is difficult and covers the
medical portions of surgery. It can be thought of as the surgical management of
medical patients. The OSCE is long and difficult – many consider this the hardest
OSCE of the year. There are 12 10 minute stations, including 4 SP stations covering the
specialties of general surgery, urology, ENT, and orthopedics, and 2 computer stations
covering neurosurgery and ophthalmology. Be prepared and be efficient. It can be
helpful to practice/simulate the OSCE in groups.
There is also a midterm, an in-house test that contains some slides/photos. It is derived
directly from the learning objectives and lectures. The average on the test is usually
between 50-60%. The midterm does not factor into your grade.
Pearls for Pimping:
Post Op Fever:
Wind - atelectasis, pneumonia
Water - UTI
Wound - Infection
Womb - endometritis, uterine infxn
Walking - DVT
Wonder-Drugs - Medications
Anterior Mediastinal Mass (4
Terrible (T-cell) Lymphoma
Systemic Inflammatory Response
Syndrome (SIRS) requires at
least 2 of following:
1. Temp >38C or <36C
2. HR >90
3. RR >20
4. WBC >12000 or <4000
Sepsis = SIRS + Infxn
Septic Shock = HoTN
unresponsive to fluids (must use
Fistula that fails to close:
Fever (with rigors)
Septic (Ascending) Cholangitis:
Charcot’s Triad plus
Altered Mental Status
1. Edge of liver
2. Common hepatic duct
3. Cystic duct
1. Rectus muscle
2. Inferior epigastric vessels
3. Inguinal ligament
Layers of the abdominal wall:
1. Skin, then fat
2. Scarpa’s fascia
3. External oblique
4. Internal oblique
5. Transversus abdominis
6. Transversalis fascia
7. Preperitoneal fat
Superior to the arcuate line, the internal oblique
aponeurosis splits to envelope the rectus
abdominis muscle. Inferior to the arcuate line,
the internal oblique and transversus abdominis
aponeuroses merge and pass superficial (i.e.
anteriorly) to the rectus muscle
OBSTETRICS & GYNECOLOGY
The OBGYN rotation is a 6 week rotation consisting of 2 weeks of L&D, 2 weeks of gyn
surgery, 1 week of L&D night float, and 1 week of outpatient clinics. You will spend the
majority of your time at Prentice or at Stroger.
CC: A few words on why the patient presents, usually a symptom such as “my water broke.”
Quote the patient if you can.
HPI: Start with age and G_P_ _ _ _ @ *** of weeks dated by (LMP and first trimester
ultrasound, usually abbreviated LMP=FTUS if consistent), admitted for: _____.
Describe the reason for coming the hospital as you would for other rotations. Be sure
to ask about vaginal bleeding, pain, contractions (frequency, intensity, when they
started), loss of fluid (what color, what time), and fetal movement.
G = gravida number of lifetime pregnancies, including current
P = para results of pregnancies (Term/Preterm/Abortion/Living children)
Ex.:a currently pregnant pt with one prior full term delivery would be a G2P1001
Prenatal Course: Complications (diabetes, hypertension, hyperemesis gravidum, any
antepartum hospitalizations and treatments, if Rh neg did the pt receive Rhogam at
Ultrasounds: Most uncomplicated patients will have a growth ultrasound (Level I) at
PMH: As per usual
PSH: Particularly any abdominal surgeries
POBHx: # of pregnancies; # of births; Ask about date, route of delivery, duration of labor,
birth weight, gender, anesthesia requirement and any complications (including
postpartum hemorrhage, preeclampsia, gestational diabetes, etc)
GYN Hx: Abnormal pap smears? STDs?
Meds: As per usual, including prenatal vitamins
Allergies: As per usual
Social Hx: EtOH, tobacco, illicits. Specify if used during pregnancy. “Patient
communicates comfortably in [language].” Domestic violence?
Family Hx: History of birthing complications or birth defects, mental retardation,
bleeding diatheses, clotting disorders, HTN, DM, CAD, gyne cancers,
Vitals, GEN, CV, LUNGS
ABD: Gravid uterus, nontender, fundal height, estimated fetal size by Leopold’s
EXT: Note if edema is present (1+? 2+?) or absent, reflexes/DTRs (including clonus)
FHT: (fetal heart tones) For patients on continuous external fetal monitoring in the
Baseline HR (normal 110-160)
Variability [absent (0), minimal (1-5), moderate (normal, 6-25), marked (>25)]
Accelerations (generally a 15x15 increase from baseline)
Decelerations (early, late, variable)
TOCO: (tocometer measures uterine contractions) q*** min; level of Pitocin (mU/min)
SVE (sterile vaginal exam): Dilation/Effacement/Station (done by the resident or
attending; students write “deferred” or “per [examiner]”).
SSE (sterile speculum exam): nitrazine/pooling/ferning (often done in triage by
Prenatal Labs: Blood type /Rh status /antibody status/Rubella /RPR /Hep BSAg/HIV/Gonorrhea/Chlamydia/GBS status (done @ 35-37wks)
A/P: Age, G_P_ _ _ _ at *** weeks admitted for _____________.
1. Dating: by LMP/US (which trimester was the ultrasound performed)/IVF/IUI
2. Maternal Well Being (MWB): usually “reassuring,” AF, normal BPs, include any major
PMH. Plan for CLE when uncomfortable?
3. Fetal Well Being (FWB): Reassuring? Reactive? Category of FHT tracing? EFW:
4. Labor: Expectant management? Induce/Augment with Pit? AROM?
5. Route of Delivery (ROD): Vertex? Confirmed by Leopolds/BSUS?
6. Prenatal labs (PNL): Maternal blood type, Rh status, Rubella immune, HIV, RPR
7. GBS: neg/pos; if pos, antibiotics given
8. Other issues (e.g. gestational diabetes, other medical issues, PPBC etc.)
Obstetrics Presentation One-Liner Ex. “Sally Jones is a 32-year-old G3 P1102 who presents
at 32 weeks, 5 days by 1st trimester ultrasound with complaints of regular, painful uterine
Labor SOAP Note
This is written every two hours while patient is laboring.
Any pain? Feeling contractions? Rectal pressure? Leakage of fluids? Vaginal
bleeding? Fetal movement?
VS: Temp, HR, BP
FHT: Baseline, variability, accels, decels (early, variable or late)
TOCO: q***min; level of Pit (mU/min)
(Note: VS, FHT, and TOCO are found in a separate system (QS), NOT in
PowerChart. You will be given a login and password during orientation).
SVE: Dilation/Effacement/Station (done by the resident or attending; students
write “deferred” or “per [examiner]”).
Age, G_P_ _ _ _ @ *** weeks in latent/active labor.
MWB: How is the patient doing? Does she need pain meds? Are pain meds
FWB: Reassuring. Cat __ tracing. EFW.
Labor: Cont pit (dose) or expectant management. Stage of labor. Include any
change in labor.
GBS status: If positive, then indicate antibiotic given and # doses.
There is a specific “AdHoc” form in PowerChart for this (OB Delivery Note). Check with
the attending/resident before signing this note, as some have specific preferences.
Procedure: NSVD/LFVD/Primary LTCS/Repeat CS/Classical CS
PreOp Dx: # of weeks pregnant. # of hours in 2nd stage of labor. If C/S, give reason why.
PostOp Dx: Same
Assistant(s): Resident and/or student present for delivery
Anesthesia: Typically CLE (epidural) or spinal (for C/S)
EBL: For C/S ask anesthesiologist (for vaginal delivery this is estimated or measured
together with attending)
IVF: For C/S, ask anesthesiologist (include crystalloid, colloid and any blood products
UOP: For C/S, ask anesthesiologist or measure from foley bag
Findings: **Viable M/F infant. Weight (grams). Apgars at 1 and 5 minutes. **Placenta
delivered via: manual expression/extraction/spontaneous. Intact? 3 Vessel Cord?
Abnl? ** If C/S, note status of uterus, tubes, and ovaries bilaterally. **The nurse
will typically write the weight and Apgars on whiteboard, look before asking.
Lacerations: If perineal, indicate the degree of laceration (1st – 4th degree) and type of
suture material used.
Specimen: Indicate if cord blood collected or cord segment for gases.
Disposition: LDR (for vaginal deliveries) or RR (for C/S) with infant (or infant to SCNspecial care nursery)
Dictation: (Resident or attending does dictation)
Post Partum Progress Note for a Cesarean Section:
Ask about pain control, diet (and if tolerating), nausea, vomiting, flatus,
ambulation, voiding, vaginal bleeding (lochia), and breastfeeding (and how it is
going and long-term plans). Ask about post partum birth control plans and
circumcision for male neonates (for PAC and Winfield Moody patients only).
VS and I/O’s: Include UOP over 24hrs (calculate rate per hr).
CV: RRR. no m/r/g
LUNGS: CTAB, no wheezes/crackles
ABD: +/- BS. Soft. Appropriately tender. ND. Uterus firm @ 1-2cm
above/below umbilicus. **Be sure to have pt lying flat for abdominal exam.
INCISION: C/D/I (clean, dry, intact), document if has steri strips or staples
EXT: Check edema/calf tenderness, SCDs in place and on? ** If not, please
replace them/turn them on.
Labs: If POD #1. Typically CBC.
Age, G_P_ _ _ _ POD # s/p (type of C/S) for (indication), doing well.
CBC apprropriate for EBL (or pending)
GU: adequate UOP overnight, plan d/c foley, and
a await void
V (hep-lock IV); Advance diet to general
Neuro: transittion to PO pain meds
Proph: SCDs, encourage ambu
Breastfeeding: Lactation consu
artum birth contrrol plan
PPBC: post pa
** Include blo
ood type and rubeella status in you
ur note- pt may need
Tip: Stapless are usually rem
moved on POD #3
3 for TRANSVER
ples stay in verticcal incisions for 7-10
days. DO NO
NG YOUR RESID
DENT. Apply Ben
nzoin and steristrips perpen
ndicular to incisiion.
Partum Progresss Note for a Vagginal Delivery:
Same as for C//S postop note
Same as for C//S postop note (eexcept no incision)
Age, PPD #__
__ s/p NSVD (orr LFVD/OFVD/V
VAVD), doing weell.
Same as for C//S
pproach to the pla
an. Be sure to
Tip: Some residents prefer a sy
Gyneccology H&P (Ou
utpatient or Inpaatient):
HPI: Start with age and G_P_ _ _ _, LMP ____ or PM
MP, followed by chief complaint
(irregular vaginall bleeding, pelvicc pain, vaginal disscharge, etc). Wrrite the HPI as yoou
would for other ro
otations, asking about duration of
o symptoms, qua
ccharacteristics off symptoms, aggrravating/ameliorating factors. You will often need
nclude pertinentt information succh as menopausa
al status, menstru
ual cycle length aand
tiiming, history off other episodes of
o irregular bleed
ding, pain, discha
arge, etc. Includee
GI/GU complaintts or pertinent po
ositives/negativees here as well.
x: (HTN, Obesity
x: (Examples, D&
&C x 1 in 1980s, C/S
C in 1995)
Include date of ea
ach pregnancy an
nd outcome (Ex. FTSVD, FTC/S, TAB). Include
a of any miscarrriage, abortion, preterm deliveryy. Include weightt of
delivered infants, any pregnancy-related complications, and degree of lacerations
Menstrual history notation: (Date of last menstrual period) – cycle length/duration of
bleeding. Age of menarche/menopause.
+/- History of STDs: which ones, dates, and whether they and their partner were
treated; +/- History of PID
+/- History of abnormal paps, date of last pap
+/- History of fibroids or ovarian cysts
+/- sexually active, with (male/female) partners x (length of time)
# Lifetime partners
+/- use of birth control – which methods and when?
+/- condom use
Marital Status; with whom do they live?
+/- Hx of Domestic Violence, +/- current Domestic Violence
FamHx: as usual (be certain to ask about breast/ovarian/uterine/colon CA and
ROS: as usual
Vitals (Temp, HR, BP, RR, Pox)
Breasts: +/- skin changes, dimpling/erythema, +/- masses or tenderness, +/- nipple
discharge, +/- axillary lymphadenopathy
Ext Genitalia: B/U/S; normal pubic hair distrubution, nontender, no masses, no
Vagina: no discharge, no lesions, normal rugation, +/- blood in vault (amount)
Cervix: no gross lesions, +/- blood at os, smooth, no CMT
Uterus: # of weeks size, position (anteverted, midline, retroverted?),
smooth/irregular, nontender?, mobile?
Adnexa: non-enlarged, any masses or fullness
RV* : normal rectal tone, supple RV septum without fluid wave or nodularity, no
masses, soft brown stool, hemoccult negative, * ask resident or attending
before performing a rectal exam
A/P: Age, G_P____ with ______________
Evaluate pt’s complaint and list your diagnosis with appropriate differential dx
2. Routine Health Screening and Management (pap smear, bilateral screening
mammogram, fasting lipid panel, monthly SBE/SBE teaching)
Gynecology OP Note: (PowerChart has Power Note with checkboxes)
Pre-Op Dx: ***
Post-Op Dx: ***
Assistant: Include resident(s) and medical student(s)
Anesthesia: Usually either GETA (general) or CLE (epidural) or MAC (monitored
anesthesia care) with paracervical block
EBL: estimated blood loss; ask Anesthesiologist for amount
IVF: amount given during surgery; ask Anesthesiologist for amount (include crystalloid,
colloid and any blood products administered intraop)
UOP: usually measured via foley; ask Anesthesiologist for amount
Findings: From both exam under anesthesia (EUA) and intra-op findings (liver, stomach,
uterus, fallopian tubes, ovaries, etc)
Specimen: What you removed and where it went (for frozen section, routine pathology,
Complications: i.e. “None” – Ask attending/resident before putting down any
complication other than “none”
Drains: Foley cath to gravity, subcutaneous JP drain, etc.
Disposition: Good condition, extubated, to PACU
Dictation: Resident or Attending will do the dictation.
Gynecology SOAP Note:
Ask about pain control, fever, nausea, vomiting, diet (and if tolerating), flatus,
ambulation, voiding, vaginal bleeding, chest pain, SOB and calf pain.
VS and UOP: If not in computer, be sure to ask nurse/PCT. You must
document UOP in cc/hr.
GEN: A&Ox3. NAD.
CV: RRR. no m/r/g
LUNGS: CTAB. No wheezes, crackles.
ABD: +/- BS. Soft. Min/Mild/Mod distension. Document tenderness- is it
appropriate? Rebound? Guarding?
INCISION: C/D/I. No erythema or drainage. No fluctuance or ecchymosis.
(Remove bandage on POD #1 unless specifically told not to, POD#2 for all ONC
EXT: Note edema, calf tenderness, and +/- SCDs/TEDs
Labs/Studies: Usually will trend CBC every day, trend from pre-op hgb.
Age, POD # __ s/p (procedure) for (indication), doing well postop.
CVS/Heme: Afebrile, normal vitals. AM CBC pending (or result and its trend
from pre-op). Include any perioperative heart meds here (beta blockers/other
anti-hypertensives and if given or held).
Resp: Pt on (RA, NC, etc) and saturating well. Incentive spirometer by bedside
and being used 10x/hr?
FEN/GI: IVF and their rate, plan for TKO or HLIV, diet and ADAT
GU: adequate UOP; plan to d/c foley?
Pain/Neuro: How well is their pain controlled? Transition to PO meds?
Proph: SCDs, encourage ambulation, fragmin?
Other medical problems and their tx (e.g., endo for pts with thyroid issues, DM)
GYN: comment on vaginal bleeding or any need for hormone therapy
Path: Pending if not back yet
Dispo: continue hospital care or per attending
Duties on OB:
Daytime (Hours are typically 5:30AM to 7PM.)
1. Check in with residents. Pick up a student phone and write your name and number on the white
board. Check the board for patients to pick up at the beginning of the day after signout. Always
follow PAC and Winfield Moody patients.
2. Introduce yourself to the patients you are following as soon as possible. Write your name and
phone number on the white board in the patient’s room. Introduce yourself to the nurse and ask
them to call you when your patient starts pushing.
3. Write H&Ps on new patients throughout the day. (This is best done before or just as a resident is
assigned to the patient – keep up with the board and ask chief if you may do an H&P if not yet
assigned to a resident).
4. Check on your patients every 2 hours and write a labor progress note. (However, if pushing with
another patient, that takes priority).
5. Work with nurse when patient is pushing (see above – never leave your patient if you have
started pushing with her!)
6. Gown up promptly for delivery (always wear the blue-knee high boots and eye protection!) and
be ready to be an active participant in the delivery (obviously attending and patient dependent).
7. Follow patients to C/S or be willing to go to a C/S at any time during the day.
Night Float (Hours are typically 6PM to 6AM.)
1. Largely the same as days in regards to picking up and following patients.
2. When on Gyne call, page your resident at the beginning of the shift. Plan to see consults in ER
with the Gyne on-call resident. If nothing is going on then you will stay on L&D and see
3. Always have something to read as nights can range from very busy to very slow.
4. If you prefer to attend the didactic sessions the following day, let your resident know you are
allowed to leave at 10:30pm.
Duties on Gyne:
In The OR
1. Take bed out to the hallway, and help roll it back in after the surgery.
2. Write your name on the board and give your badge to the circulating nurse.
3. Introduce yourself to the circulating and scrub nurses.
4. Pull your gloves and a gown and give to scrub nurse or put on table in sterile fashion.
5. Put SCDs on the pt’s legs.
6. Exam under anesthesia with resident and/or attending.
7. Place foley catheter with resident assistance.
On The Floors
1. Daily SOAP notes and orders done and in chart by 6:15am (team dependent) so resident can
2. Take off bandage in AM of POD #1 unless specifically told not to (POD#2 for oncology). If you
are concerned about the appearance of the incision, please find your resident to examine it.
3. Check POD #1 CBC.
4. D/C instructions and scripts.
5. PostOp check and note (evening of surgery if patient gets to the floor prior to signout time).
6. PM checks (no note needed, but done to update team) – Diet changes? Pain control? Voiding?
Flatus? New orders?
7. Follow-up on pathology.
Commonly Used OB/GYNE Abbreviations
Ab – abortion (includes elective (EAb), therapeutic
(Tab), and miscarriages/spontaneous (SAb))
AFI – amniotic fluid index
AFVSS – afebrile, vital signs stable
AMA – advanced maternal age
AROM – artificial rupture of the membranes
ASC-H – atypical squamous cells cannot exclude
high-grade intraepithelial lesion
ASC-US – atypical squamous cells of undetermined
AUB – abnormal uterine bleeding
βHCG – beta human chorionic gonadotropin
BPP – biophysical profile
BSO/LSO/RSO – bilateral/left/right salpingooophorectomy (removal of fallopian
BSUS – bedside ultrasound
BV – bacterial vaginosis
C/D/I – clean/dry/intact
CI – cervical insufficiency
CKC – cold knife cone biopsy
CLE – continuous lumbar epidural (epidural)
CPD – cephalopelvic disproportion
C/S – C-section
Ctx or Ucx – contractions
D&C – dilatation & curettage
D&E – dilatation & evacuation
DMPA – Depo-Provera
DUB – dysfunctional uterine bleeding
EAb – elective abortion
ECV – external cephalic version
EDC – est. date of confinement (same as EDD)
EDD – est. date of delivery (same as EDC)
EFW – est. fetal weight
EUA – exam under anesthesia
FAS – fetal alcohol syndrome
FF – fundus firm
FHT – fetal heart tracing/tones
FM – fetal movement
FSE – fetal scalp electrode
FT – full term
FTP – failure to progress
FWB – fetal well being
GA – gestational age
GBS/GBBS – group B β-hemolytic streptococcus
GETA – general endotracheal anesthesia
GLT – glucose loading test
Gs & Ps – Gravida (number of pregnancies) and Para
(number of births in this order: Term, Preterm,
GTT – glucose tolerance test
HDS – hemodynamically stable
HELLP – hemolysis, elevated LFTs, low platelets
HPL – human placental lactogen
HSG – hysterosalpingography
ICSI – intracytoplasmic sperm injection
IUFD – intrauterine fetal demise
IUGR – intrauterine growth restriction
IUP – intrauterine pregnancy
IUPC – intrauterine pressure catheter
LBW – low birth weight
LEEP – loop electrosurgical excision procedure
LFVD/OFVD – low/outlet forceps-assisted vaginal
LGA – large for gestational age
LMP – last menstrual period (first day)
LOF – loss of fluids (water breaking)
LTCS – low transverse C-section
LTL – laparoscopic tubal ligation
MAC – monitored anesthesia care (type of anesthesia)
MSAFP – maternal serum AFP
MWB – maternal well being
NR NST – non-reactive NST
NST – nonstress test
NSVD – normal spontaneous vaginal delivery
NT – nuchal translucency
NTD – neural tube defect
OCP – oral contraceptive pill
OCT – oxytocin challenge test
PCOD – polycystic ovarian disease
PCOS – polycystic ovarian syndrome
PDIOL – post dates induction of labor
PGYNHx – past GYNE history
PID – pelvic inflammatory disease
PIH – pregnancy induced HTN
Pit - pitocin
PMP – post-menopausal
POBHx – past OB history
POD – post op day (=day of surgery)
PP – post partum
PPBC – post partum birth control
PPROM – preterm premature rupture of membranes
Pre-X – pre-eclampsia
PROM – premature rupture of membranes
ROM – rupture of membranes
RPR – rapid plasma reagin
SAb – spontaneous abortion
SERM – selective estrogen receptor modulator
SGA – small for gestational age
SROM – spontaneous rupture of membranes
SUI – stress urinary incontinence
SVD – spontaneous vaginal delivery
TAb – therapeutic abortion
TAH – total abdominal hysterectomy
TL- tubal ligation
TVH – total vaginal hysterectomy
TOA – tubo-ovarian abscess
TOLAC – trial of labor after Cesarean
TOCO – tocometer (measures frequency of
U/S – ultrasound
UUI – urge urinary incontinence
VBAC – vaginal birth after Cesarean
VDRL – Venereal Disease Research Laboratory
VTOL – Vaginal trial of labor
while on L&D, look on the back whiteboard to see if
there are any post-partum patients who need staples removed. Have a resident
show you the first time, then you can offer to do this on your own. In the OR, ask
a resident to show you how to put in a foley, once you’re comfortable, volunteer to take
the lead on this. Volunteer to write the operative note following surgery. Always write
post-op progress notes on your patient if you performed surgery on them in the
morning (typically ~6 hours after the surgery).
Recommended References, Textbooks, and Pocketbooks:
o Beckmann’s Obstetrics and Gynecology: Same book from SBM. An easy and concise
read with helpful tables, figures, and diagrams. Helpful practice questions at the end
of the book. Configured based on APGO learning objectives.
o Case Files: OB/GYN: Excellent preparation for Shelf and OSCE. For many students a
must read. Case based, so easy to work through.
o BluePrints: OB/GYN: Excellent review book, great preparation for Shelf and OSCE. Less
extensive detail than Beckmann.
o APGO questions: Check Blackboard under OB/GYN -> Learning Resources. An
excellent review for the shelf. You will be given a password during orientation.
o USMLE World questions: A good batch of ~200 supplemental questions, good shelf
SHELF: 100 question shelf exam.
OSCE: Typically 6 stations:
OB exam: evaluate a pregnant pt (fundal height, FHT, due date, pregnancy related
Gyne exam (know how to use speculum and find the cervix)
Oral exam question with an attending/resident
Information literacy: answer a clinical question using online resources, similar to
Chart review: Review a pt chart and write A/P
Visual identification: evaluate clinical pictures, imaging or heart rate tracings and
The pediatrics rotation is a 6-week rotation consisting of 2 weeks of general pediatrics
(either general inpatient or infectious disease), 2 weeks of outpatient pediatrics, 1
week of specialty (endocrine, neurology, or pulmonology), and 1 week of urgent care
and newborn nursery.
CC: As in medicine, but might have to use parental quote.
HPI: "4mo boy/girl with PMH significant for *** presents with _______."
Drinking/eating/peeing/pooping – quantify in bottles/dirty diapers? Last bowel movement and
Feeding history - breast milk/formula type; how much and how often? Is this normal for him?
How much is he sleeping? More/less than usual? Is he easily arousable? Is he more fussy than
usual? Is he consolable?
How high of fever? What dosages of meds?
PMH/SurgHx: Hospitalizations/ER visits? Who is his PMD? Hx of
asthma/allergies/eczema? If hx of asthma: any intubations, times albuterol
needed/wk? Immunizations up to date (UTD)?
Meds: As usual.
Allergies: Be specific about rxns to determine intolerance vs. allergy.
BirthHx (generally relevant only if pt <1-2yo):
Pregnancy: Term length, method of delivery, APGARs, complications
Prenatal hx: Care, weight gain, complications
Birth: Birth weight, gestational age, GBS status, fevers/abx, length of stay in hospital
Maternal hx: GP and age of mom, drugs/EtOH/tobacco, STDs
Diet: Breast milk/Type of formula/Normal milk (and type)? How much, how often? Any
solid foods (if age-appropriate)?
Social Hx: Who lives at home? Environment? Apt/house? Pets? Smokers(both inside
and outside the house)? Who does he spend time with during the day (care taker, day
care, school, etc)? Recent travel? Recent sick contacts?
School: type, grade, time spent on hmwk, clubs/sports, friends/bullies
Activities: exercise, TV/comp/videogames, reading
Sleep: bedtime, snoring/OSA, nocturesis
Elimination: amt of each, # of diapers, potty trained?
Oral hygiene: brushing teeth? With assistance? Going to dentist? Cavities?
Misc: changes in mood, vision/hearing test, safety
Developmental Hx: Assess milestones: social & emotional, fine motor, gross motor,
language, cognitive (see below)
Family Hx: Hx of asthma/allergies/eczema? Childhood diseases, genetic disorders,
cancer, SIDS, inbreeding, miscarriages, early deaths, congenital anomalities, dev
delay, sickle cell, seizures?
ROS: As usual.
GROWTH: height/weight/head circumference (if<2yo) and %iles, BMI
GEN: alertness, playfulness, consolability, hydration status, respiratory status, social
interactions, responsiveness, nutritional status
HEAD: NCAT, AFOSF. If less than 2yo, assess anterior and posterior fontanelles.
EYES: PERRL, EOMI, tear production, corneal light reflex, red reflex, strabismus.
EARS: TM pearly-gray? Red? Intact?
NOSE: nares patent, nasal polyps, nasal flaring
THROAT: Oropharynx clear? MMM? Erythema or exudates?
NECK: soft, supple, no LAD
CV: RRR, nml S1S2, no m/r/g
LUNGS: CTAB, no wheezes (nasal flaring, tracheal tugging, subcostal retractions,
accessory muscle use?)
ABD: soft, NTND, +/-BS, no HSM
BACK: Sacral dimple, +/- hair tuft
GU: Tanner Stage, nml ext genitalia (for males: circumcised penis, testes descended
RECTAL: Anus patent
EXT: good cap refill or WWP (warm and well-perfused), no c/c/e.
SKIN: no rashes, angiomas, jaundice, acrocyanosis, mottling, birthmarks
NEURO: CNII-XII grossly intact, “appropriate”, MAEW (moves all extremities well).
Tone/strength/reflexes (root, suck, grasp, Moro, stepping).
* Above PE (and history) is a fairly comprehensive list of what you should assess.
Some attendings/residents will not want/expect you to record such a detailed exam,
especially if findings are normal.
Lab/Studies: For cultures, always report as "NGTD x how many days" or “pending.”
A/P: 4mo infant presenting with ***. Discuss differential diagnosis and then break down
plan by system (may only have main issue and FEN depending on level of complexity of
What happened overnight - per mom, per nursing staff, per pt. Update on main
issue. Eating (tolerating PO? any emesis?), peeing, pooping, etc.
Tmax for last 24hr - note fever spikes (and when, what was done for it)
HR + 24hr range
RR + 24hr range
BP + SBP range/DBP range over 24hr
O2 sat + 24hr range
I/Os 24hr total in (break down by IV/PO) over 24hr total out = total up or down. E.g.
500 in (300 PO, 200 IV)/600 out = -100 down.
UOP: Look specifically at urine output (record as cc/kg/hr, >1 is nml) and stool output
(record as cc/kg/day, <20 is nml).
PEX: GEN, HEENT, RESP, CV, ABD, EXT, NEURO
Labs: As above.
Well Child Check Up (Uptown Clinic):
CC/Any new hospitalizations/ER visits
PMH/PSH: Hx of asthma/allergies/eczema? If asthma, any intubations?
Medications and immunizations (don’t forget multivitamin!)
Allergies: (rash, anaphylaxis)
Social Hx: Who lives at
a home? Apt/hou
use? Pets? Smok
kers? How spendss time during thee day
(day care, care taker, school)?
Sleep: Bedtime and wa
ake up? Own room? Snore? Accid
Drink milk? Wha
at kind? Out of bo
ottle or cup? Eatt cheese/yogurt? Juice? Water?
Soda? Gatorade/sweett tea? Meat? Greeens? Fruits? Cerreal? Bread? Ricee?
Chips//cookies/candy? Fast food? Secon
Teeth:: Brush how often
n? Last appointm
Daily: Daycare/school? # of kids/what kind of classroom? Grades? Favo
Behavvior problems (ho
ome or school?) Friends?
Bullied? Bullying? Temp
per and how deaal
with itt? Hit/bite? Activ
vities after schoo
ol? Time spent on
n HW? Time speent reading?
ppropriate Devellopment: see below
escents: Home life/Education,
illicit)//Depression, suiicide/Safety (seatt belts, guns, abu
smokee detector, helmeet
Tips for Examinin
ways start with the heart
and lungs firsst. This way, if he/sshe starts crying, yo
ou’ve already gotten
chaance to listen.
n’t be afraid of askiing the mom and da
ad to help you hold
d the child. Chancees are, they’ve been to
the doctor’s before, an
nd know how to help you look in the ea
Let the kids play with your stethoscope, penlight,
etc., whilee you’re examining them. This way, th
n’t be afraid when you
y use them!
Forr toddlers, try to gett down to their leveel when you’re talkiing to them. Litera
UTION: Parents ten
nd to throw around
d the words "letharrgic" and "irritable,”” when they mean
“sleeepy" or “irritable.” When we say a ch
hild is lethargic (and
d not easily arousab
ble) or irritable (an
not consolable), those can be clue words for meningitis…so just be careful wheen you use those woords!
hen examining adolescents-talk with your
ut when it is approp
priate to ask questiions
he patient with and
d without the paren
nt in the room
Commoonly Used Peds Abbrreviations
ABC – aapnea, bradycardia, cya
AFOF – anterior fontanelle op
pen and flat
AGA – aappropriate for gestational age
BPD – b
CBG – ccapillary blood gases
CLD – cchronic lung disease
CPS – C
Child Protective Service
ECMO – extracorporeal memb
FAS – feetal alcohol syndrome
GBS – ggrp B streptococcus
HMD – hyaline membrane dissease
HMF – h
human milk fortifier
ICH – in
IDM – in
nfant of a diabetic mother
IICU – IInfant Intensive Care Unit
IRDS – idiopathic respiratory
y distress syndrome
IVH – in
LGA – large for gestationall age
MAS – meconium aspiratio
MR – mental retardation
NB – newborn
N – Newborn Nursery
NEC – necrotizing enterocolitis
U – Neonatal Intensivee Care Unit
NNB – normal newborn
OFC – Occipitofrontal circu
PAL – Peripheral Alimenta
PDA – patent ductus arteriiosus
PIE – pulmonary interstitial emphysema
PKU – phenylketonuria
L – PO ad lib
PTD – prior to delivery
PVL – periventricular leuk
ROP – retinopathy of prem
SGA – small for gestational age
SIDS – sudden infant death syndrome
TORCH – (titers for) toxoplasmosis, rubella,
TTNB – transient tachypnea of the newborn
UAC – umbilical arterial catheter
UVC – umbilical venous catheter
Commonly Used Medications:
Acetaminophen 10-15mg/kg/dose PO q4-6
Ibuprofen 10mg/kg/dose PO q6-8 (for >6 mo old)
Amoxicillin 80-90 mg/kd/d PO divided BID
Omnicef 14 mg/kg PO daily
Clindamycin 15 mg/kg/dose IV q8
Clindamycin 10 mg/kg/dose PO q8
Orapred 1-2 mg/kg/day PO (for asthma exacerbation)
Pediatric Vital Signs:
Reference p. 447 Nelson’s Essential of Pediatrics
Urine output >1 ml/kg/hr
Stool output <20 g/kg/d (>20 g/kg/d = diarrhea)
Lifts head when
Up on hands
time, no head
lag, rolls from
front to back
Pulls to stand,
Puts objects in
(aka can feed
holds 2 objects
grasp (can hold
Searches for dropped
Waves “bye bye,”
anxiety, plays peek-a-boo,
explores cause and effect
Finds fully hidden objects
(object permanence), puts
objects in containers,
simple pretend play,
tower of 2
gestures, follows simple
Uses cup and
4-6 cube tower
uses utensils to
Copies a circle
or 3 part
R or L handed
Less stranger anxiety
Pretends, complete object
Likes to make others
laugh and play with
Pretend and fantasy play
Friends; knows colors
Counts to 10
Remember Shapes (Alphabetical Order):
Circle (3 yrs), Cross (4 yrs), Square (5 yrs), Triangle (6 yrs)
Standard Immunizations (Note: can change based on outpatient office/check the CDC annual regulations):
Birth: Hep B
2 mo: Hep B, DTaP, Hib, IPV, PCV13, Rota
4 mo: DTaP, Hib, IPV, PCV13, Rota
6 mo: HepB, DTaP, Hib, IPV, PCV13, Rota
12 mo: MMR, Varicella, PCV13
15 mo-DTaP, Hib
18 mo- Hep A
2 yr- Hep A
4-6 yr- DTaP, IVP, MMR, Varicella
Adolescents- Tdap, Meningococcal, Gardisil (3 doses needed)
Pentacel= DTaP, IPV, Hib
Kinrix= DTaP, IPV
MMRV= MMR, Varicella
-Flu Shot yearly after age 6 mo (if getting for first time and <age 9- need 2 doses 1 month
-Hemoglobin and Lead at 1 yr
-Vision and hearing screen at 4-6 yrs
Pediatric residents LOVE teaching. Enthusiasm to
learn cannot be emphasized enough on this rotation! It goes both ways though.
Try to bring in interesting articles and teach your residents something during
your oral presentations. The AAP journal is great for this. You can also help your team by
obtaining outside hospital records. You can proactively call the OSH and request follow-up
on blood and urine cultures (if they were drawn) and report the information back to your
Recommended References, Textbooks, and Pocketbooks:
o CLIPP Cases: You are required to do at least 20 of them. Accessible via Blackboard.
Covers peds topics in a case-based manner. Printable summary pages included at the
end of each case are helpful for studying. Students have had mixed responses on the
helpfulness of these cases.
o Case Files Pediatrics: Pediatrics is a very broad field and the cases in this book will help
touch on the main topics that are tested on the shelf exam. Most students have found
this book very beneficial.
o Pretest Pediatrics: Most students have found this book helpful for practice questions
spanning the field of pediatrics. It is especially helpful for the subspecialties that you
are not able to rotate on during the clerkship.
o Blueprints Pediatrics: Not necessary for all students, but about half of the students
surveyed have found it helpful for a general overview of peds.
Testing / Grading (subject to change):
SHELF: 100 question shelf exam.
OSCE: Consists of talking to “parents” about their children. The physical exam is given on
a card. Involves counseling parents both on medical and advocacy-related issues, some
after encounter questions, and an admission order set.
GRADING: Clinical: 60%, Shelf: 20%, OSCE: 15%, Professionalism/Nutrition: 5%
Describe CC, as you
y would do with
h any H&P-often
n using patient’s own words
HPI: Include age, sex
x, and both past medical
and pastt psychiatric histo
ssymptom onset, course
and durattion, as well as sig
gnificance (why presented
Include living situ
ment, recent stresssors and funding
g status if pertineent.
Also include presence of any suiciidal/homicidal id
deation, and audiitory/visual
Think: DAMPS = depression, anxieety, mania, psychossis, substance abusee
Assess mood (deepression screen assk SIGECAPS; man
xed episodes ask
DIGFAST) – seee below for meaning
g of mnemonics.
Assess anxiety (eexcessive worry, pa
anic attacks, obsesssions, compulsions,, social anxiety
Assess psychosiss (including A/VH, paranoia, delusion
ns, disorganized thiinking/behavior)
ality (missed work or
o unemployment, ADLs)
Assess chemical dependency
Pt’s subjective seense of cognition (cconcentration and memory)
All psych encoun
nters include a suiccidality screen. If th
here is any potentia
al suicidality contacct
the nurse to imp
Previous inpatieent hospitalizationss – when, where, wh
Previous outpatiient tx – therapist//psychiatrist and wh
hen last seen, medss used, ?ECT, how llong
tx lasted, and if it
i was beneficial (iff possible obtain na
ame/number of psyychiatrist for collateeralwritten consent to speak with thera
Previous suicidee attempts/aborted attempts/self-desttructive behavior (ssuch as cutting)
PMH/PSH: List PMH
H as you would for
f any patient. Ask
A specifically ab
bout seizure d/oo,
h/o head trauma and LOC, strokee, and in women with
w children ask
k about post-parrtum
depression and reelationship of sym
mptoms to mensstrual cycle
s: List meds prio
or to admission and
a while in hosp
pital. List use of PRN meds. Don’’t
forget herbal, oveer the counter meeds and birth con
ntrol. Make sure to ask if pt is
aactually taking meds.
gies: Documentt medication and
Current use of EtOH
n-Cut down; Annoyyed; Guilty; Eye opeener), illicit drugs ((ask
about specific drrugs), and tobacco – quantity, frequen
ncy, pattern of use, last use, triggers. IIf
positive history ask about h/o DTs,, withdrawal seizurres, blackouts, treattment (AA, NA)
If positive drug abuse,
ask about hiistory of withdrawa
al seizures, DTs, bla
Be sure to ask when
first used, if th
here have been periods of sobriety, reh
Familly Hx: h/o deprression, bipolar d/o,
d anxiety, “nerrvous breakdown
suicide, psych hospitallizations, and perrtinent family meedical hx.
al Hx: Include liiving situation, siignificant others, social support system,
nt status, source of
o income, legal problems,
abuse hx, developmen
history/family of origin
MENTAL STATUS EXAM (MSE): This is the equivalent of the PEX for psych!
APPEARANCE/BEHAVIOR: appearance relative to age, race, dress, hygiene,
behavior, eye contact, cooperativeness, alertness, orientation, involuntary
SPEECH: rate (accelerated/slowed/normal), rhythm (halting/hesitancy/stuttering),
volume (loud/soft/normal), lack of spontaneity? Hyperverbal? Poverty of speech?
MOOD: (patient’s subjective description of inner state)-use pt’s own words.
AFFECT: (observed) objective sense of pt’s mood: range (constricted/full/labile),
intensity, mood congruent/incongruent with affect?
THOUGHT CONTENT: (asked directly) passive or active SI, intent, plan, attempt;
HI, A/VH, paranoia, delusions, obsessions, ruminations, etc.
THOUGHT PROCESS: (the way one puts ideas together-observed)-rate (thought
blocking or flight of ideas), goal directedness-linear/goal directed or circumstantial,
tangential, loose associations, thought blocking, flight of ideas, echolalia,
neologisms, perseveration, word salad.
COGNITION: MMSE (mini mental) score and mistakes
INSIGHT: (ability to understand and appreciate facts and significance of their
psychiatric, medical and social circumstances) poor/fair/good/excellent as
evidenced by….. (ie do they understand why they have been admitted to the psych
JUDGMENT: ability to draw from facts and significance of their circumstances
conclusions, including their process of reasoning and basis for their decision and
ability to act when required based on their opinion. Poor/fair/good/excellent. The
classic question is to ask the patient “if you found an addressed and stamped
envelope on the street, what would you do with it?”
Labs/Studies: Usually includes urine tox, +/- CBC, chem, HIV, RPR, etc.
Assessment: Brief statement of overall impression. Should include reiteration of basic
patient information, description of symptoms, predisposing factors and precipitating
factors contributing to current presentation.
Axis I: Primary psychiatric dx-may include your differential diagnosis here (major depressive
d/o, somatization d/o, panic d/o, schizophrenia, bipolar d/o, autism spectrum disorders,
Axis II: Personality d/o and mental retardation. (Don’t dx a personality d/o for the first time
in the hospital. It is not a dx that can be made in that setting. Instead, write “DEFERRED”.)
Axis III: List any purely medical problems here.
Axis IV: Psychosocial stressors (chronic mental illness, financial or employment stressors,
Axis V: Global Assessment of Functioning – Found in DSM IV; can also find online [30-60
describes severe symptoms that may be managed as an outpatient; <30 usually warrants
Plan: level of care (inpatient for these reasons…); workup recommended (collateral, blood
work, imaging, etc), recommend psychosocial and biological treatments (therapy,
medications, other psychosocial interventions)
Events o/n. Use
U of PRN meds (found in MAR view)
us Exam: as abo
ons, placement su
uggestions, suggestions of additio
onal consults, f/u
on outpatient treatment option
Safety: Saffety is a priority when
ng psychiatry pattients. Most stud
do not havee any problems when
ng patients. Howeever, keep in min
the folllowing before ev
Intterview patients in common area
as or with the doo
osition yourself between the patieent and the door
o not touch patien
If a patient becomees angry or asks you
y to leave, leav
ve the patient roo
Students are esp
pecially helpful att obtaining
nformation on th
heir patients. Thiis means obtainin
ng outside hospiital
ntacting family members,
talking to outpatient psyychiatrists, etc.
Sometimes you may
m help the team
m by clarifying a patient’s
ations and doses b
ccalling their pharrmacy. [Note-wheen obtaining colllatteral in psychiatiry you will leggally
need the patient to
t fill out two release of records forms
and place these
in the patieent’s
First-Aid forr Psychiatry: Man
ny students find this concise book
k a useful summ
of importantt points, similar format as First-A
Aid USMLE Step 1.
ychiatry: Presenttation of a case and discussion, siimilar to others iin
Pretest Psycchiatry: High yielld psychiatry queestions many find
d helpful for shellf
Testingg / Grading (subject to change):
LF: 100 question
ns. This exam is traditionally
diffficult to finish du
ue to long questioon
E: 2 standardized
d patients presen
nting with commo
on psychiatric diseases. You will
nduct and docum
ment a thorough mental
am and formulatee management
ns. You should also
a be able to peerform and docum
ment a mini-men
ntal status exam.
Students must ask about
GRADING: Clinical: 55%, Shelf: 20%, OSCE: 25%
Commonly Used Psych Abbreviations:
ADL – activities of daily living
A/VH – auditory or visual hallucinations
BPD – borderline personality disorder
Chem Dep – chemical dependency
DIGFAST – mnemonic for mania
MDD – major depressive disorder
MDE – major depressive episode
MR – mental retardation
MSE – Mental Status Exam (see above)
MMSE – Mini-mental Status Exam, aka Folstein test
NA – narcotics anonymous
SI – suicidal ideation
SIGECAPS – mnemonic for depression
DIGFAST : >= 3 for mania
Flight of ideas
Activity (Inc, goal-directed)
Speech (Pressured)/Sleep (decr need)
SIGECAPS: >=4 for depression
Sleep (Inc or Dec)
Appetite (Inc or Dec)
What to Expect
During the neurology rotation you will spend two weeks on one of the inpatient services and
two weeks working with an outpatient preceptor. For the two inpatient weeks you will
spend time on the general service, the consult service, the ER service, or the stroke service.
General Service: This service runs much like the general medicine inpatient months. You
will work with an attending, residents, and other medical students. You will encounter a
diverse array of neurologic diseases including myasthenia gravis, Guillan Barre, epilepsy,
brain tumors, etc.
ER Service: You will work directly with another medical student and a senior resident.
Typically you will go see consults in the ED when they first present. You will often go as a
team to evaluate the patient but if the service becomes busier you will see the patient on
your own and present to your resident. You should become proficient at conducting a
thorough yet efficient neurology exam as you will be evaluating patients in a more
Stroke service: Every morning you should check on the “stroke labs” and be prepared to
present these. These labs include: CXR, EKG, TSH and reflex T4, CBC, Chem7, coags, ESR,
homocysteine, B12, Folate, lipid risk profile, UA, Utox, HIV, RPR/FTA, TTE, MRI/MRA.
You can quickly find these labs in Powerchart by creating a new note and free-texting
“.stroke.” Report only the abnormal labs unless asked to do otherwise. Also look up any new
studies (MRI, MRA, CT, CTA, Duplex) and know their findings. The best way to address
new findings is to announce if a new study is available in PACS and to have the image
pulled up so the attending may look at it.
Consult Service: You will be working with 2 to 3 junior and senior neurology residents,
another medical student and possibly rotating residents from other services and a faculty
member. Your service will be seeing patients in the hospital that need consultations on
acute neurological issues. The team may see 4 to 10 patients in a day. Be proactive in
trying to see new patients. When you are assigned to see a new patient, make sure you
understand the question you are being consulted for (eg. headache, mental status changes,
hand tingling etc.). If you know the question, then you can do a targeted chart review and
perform a focused evaluation. This is a busy service, so be organized when you present your
cases. Follow up on your patient daily and try to be helpful to your team.
While similar to a medicine note, the following are differences:
HPI: Pt is a _ yo right-handed/left-handed M/F with a PMH significant for (neurologic
diseases) presenting with (chief complaint)
Neck: no carotid bruits
CV: rrr, no m/r/g
Neuro Exam: more detailed than the documentation of a neuro exam for medicine. For
cranial nerves write down specific results.
Mental Status Exam: Alert and oriented to person, place and time.
Higher Intellectual Functions (HIF): e.g. Mini mental 24/30 unable to recall 3
objects at 5 min and unable to spell “world” backwards (describing the deficits is
very important to properly communicating the exam)
d repetition intacct, talk about reaading
aand writing if perrtinent
CN I: not routineely tested
CN II: Visual fieelds full to confro
ontation. If visual acuity is tested say what it is eg..
20/20. Pupils eq
qual round and reeactive to light an
CN III, IV, VI: EOMI w/o dysco
onjugate gaze, no
o nystagmus or ptosis
CN V: Mastication intact; facial sensation
CN VII: Face sy
CN VIII: Hearin
ng grossly intact to finger rub bila
CN IX, X: Uvula
a is midline and palate elevates equally
CN XI: Sternoclleidomastoid and
d trapezius musclles 5/5 strength bilaterally.
CN XII: Tonguee protrudes midliine without atrop
phy or fasciculatiions.
h 5/5 in upper an
nd lower extremiities bilaterally (m
mention atrophyy and
i present). No pronator
one is normal (m
resting or inten
ntional if presentt, also mention co
ogwheeling or rig
gidity if present)).
Grade 0: No muscle move
Grade 1: Muscle movement without joint motion
Grade 2: Moves with grav
Grade 3: Moves against gravity but not ressistance
Grade 4: Moves against gravity and light resistance
Grade 5: Normal strength
metrical reflex in
n upper and loweer extremities in following
reflexes: bicepss, triceps, brachioradialis, patella
ar and achilles. Plantar
wngoing bilaterallly. 2+ is normal,, 1+ decreased, 3+ brisk.
nsation intact to pinprick,
uch, vibration, proprioception.
Coordination: No finger-to-nosse or heel-to-shin
n dysmetria. Rap
movements aree normal.
Gait and Stance
e: Normal gait and
a stance. Able to walk on heelss, toes, and in
berg negative; sta
d without sway.
A/P: It is important to bring everrything together in
i your assessmeent. Talk about th
mptoms, exam fin
ndings labs and im
mages that led yo
ou to think one w
Remember: The most important thing in neeurology is to loca
alize the lesion.
Similar to med
Similar to med
dicine SOAP. Sho
ould include a fu
ull neurological ex
A&O x 3 (alert and oriiented to person, place, and time))
nable to recall 3 objects
at 5 min and
a unable to speell
ys document all CN
C as shown abo
ove in the H&P. NOT
write “II-XII intact” fo
or a neuro note.
5/5 is normal
Be surre to check for prronator drift and
d examine distal and
2+ is normal
(scale 0-4, 0 =absent)
k biceps, triceps, brachioradialis, patellar and Ach
Assess Babinski (flexo
or response (toes down) is normall)
on: Assess fingerr to nose, fast fin
nger movements, rapid alternatingg
movements, heel to knee, Romberg
Sensory: Assess light touch, pinprick, proprioception and temp.
Gait: Describe their gait. Can they walk on the toes? Heels? In tandem?
Similar to medicine SOAP in terms of format.
The “SOAP Note” neuro exam in 5 minutes or less!
You may find it difficult to pre-round on patients if you aren’t efficient and regimented
about your physical exam. Here is some advice about how you can keep it short and sweet.
Systems (1 min): Carotid bruits, Cardiac exam, Lung exam, Brief abdominal exam
MSE: (15s) Ask for name, date, time, place, current president and save MOCA _/30
for later in the day or for patients you are concerned about.
CN: (1 min)
I: routinely not tested
-- acuity: have patients read their breakfast menu and the white board,
--check pupillary constriction
--Visual fields: have the patient stare at you at the foot of the bed. Have them
cover one eye. You will hold up 1, 2, or 5 fingers (3 or 4 fingers are confusing to
distinguish) 30-45 º off center in each of the 4 visual fields. Repeat with the
III, IV, VI: EOM
--Sensory: Have patient close their eyes and gently touch their face in the 3
trigeminal dermatomes and ask if it is symmetrical. Then test temperature
with the end of your tuning fork (which is cold to touch). Done! Remember
that temperature and pain are on the same nerve tract!
VII: is the face symmetric? If not, mention abnormality.
VIII: Rub fingers together by ears and verify that each side is just as loud.
XI, X: Tongue/uvula midline
XI: Shoulder elevation
XII: Head rotation
UE: 1 min-1min 15s
Sensation: 15 s: Test bilaterally at arm, forearm, and hand by gently touching
for touch and with the tuning fork for temperature/pain.
Strength 5s: Have the patient squeeze your fingers. Ask them to pull you
towards and push you away.
Pronator Drift 10s: Ask the patient to hold their arms in front of them with the
hands facing the ceiling and their eyes closed. Now look for pronation of the
Reflexes: 15-30s: Test brachioradialis, biceps, and triceps
Cerebellar 10s: Rapid alternating movement (several styles, ask your resident
to demonstrate and pick your favorite)
Sensation 10s : Tough at outer thigh, outer leg, and dorsum of foot (remember,
you already tested pinprick and touch at the toes during your H&P. It’s unlikely
they’ll develop diabetic neuropathy during the hospital stay, so skip intensive
testing unless you are worried about a changing exam)
Strength 10s: If lying down, have the patient elevate the foot to touch your hand
and push down at the knee. Test dorsiflexion later.
Reflexes 10s: Have the patient sit up and test patellar and achilles
Cerebellar 10s: Heel to shin (may also do while lying down in bed)
Pathologic reflexes 10-20s: Babinski (easier when sitting up, but may be done
lying down) and record as downgoing, neutral/silent, or upgoing
Standing tests: 30s
Normal gait away: 5s
Tandem gait back: 5s
Tip-toe gait away: 5s (Plantarflexors: strength 5/5 if completes)
Heek walk back: 5s (Dorsiflexors: strength 5/5 if completes)
Rhomberg: 5-10s stand with ARMS TO SIDE
Definitions you should know:
States of Normal and Impaired Consciousness: (From Adams & Victor’s Principles of
Neurology, 9 edition.)
Normal Consciousness: This is the condition of the normal person when awake.
Aware of self and environment.
Confusion: Inattentive, disoriented. Unable to think clearly, and coherently. Could
only follow the simplest commands inconsistently and briefly.
Drowsiness and Stupor: Physical activity and speech are reduced.
Drowsiness: unable to stay awake without external stimuli.
Stupor: patient can be aroused only by repeated strong external stimuli and cannot
sustain such state without repeated external stimulation.
Coma: Pt. appears asleep and is not aroused by external or inner stimuli.
Keep on top of imaging and pathology results and
report to your team when they become available on PACS. If it is the middle of
the afternoon on general or stroke service and the official read of a study seems
to be dragging, consider calling radiology, finding out who is reading the study, and go
down and ask “when would be a good time for them to read it with you”. Usually they
will finish their dictation and pull up your study. You can use your position as a
medical student to move your patient’s read to the front of the queue, and you can
report the findings to your team!
o See Neurology Curriculum
o Clinical Neurology by Gelb: This is the recommended textbook by the clerkship director.
It is an easy read and covers what you need to know for the floors and shelf.
o Casefiles Neurology: Cases and discussions of common neurological
presentations. Easy read and many find it very helpful for the shelf.
o Pretest Neurology: High yield practice questions, helpful for shelf preparation.
o High Yield Neuroanatomy: Great review of neuroanatomy! Good basis for neurological
principles. Not always a necessary book, but can definitely help with the basics.
Clinical (45%): Your attendings and senior residents on in-patient and outpatient will
submit evaluations of you.
SHELF (20%): 100 questions, with some long question stems. Also like other shelf exams,
this is thought to be a challenging test. There may also be a decent medicine
representation on the exam since it is difficult to isolate solely neurology questions.
OSCE (35%): The OSCE consists of two patient cases with follow-up questions afterward.
There are also question-based stations without standardized patients. The cases on the
OSCE will be based on the cases reviewed Fridays in group sessions, so it is to your
benefit to pay attention to those discussions.
What to Expect
will have the optio
on of working in a family medicin
ne, internal medicine, or occasion
pediatric clinic, all of which will provide
nt experience, but with the same
underlying princiiples of outpatien
nt primary care. You
Y may be expeected to travel, soo be
prepared to factor in commuting time.
If you havee this rotation in the beginning off the
yyear, use it as a reefresher course for
fo honing your PEX
skills, as they may be a little
rrusty after studying for Boards. Iff you have this ro
otation near the end
e of the year, th
of it as a culminattion of all you ha
ave learned from previous clerksh
hips and as a wayy to
aapply the various skills you have picked
up along the
ormat of your day
y will vary from clinic
to clinic. Yo
ou may shadow your
he first day or so
o, but make sure you
y express yourr wish to see patiients on your own
Make sure to takee note of any inteeresting patients,, as you can present them duringg
Weekly Report (ssee below).
There is an OSCE that mimics the USM
MLE Step 2 CS format at the 2 weeek mark but it dooes
not contribute tow
wards your gradee. There is no forrmal shelf exam, but rather an in-h
house test developed by the deparrtment. Use this rotation as a wayy to brush up on
physical exam skiills and focus you
ur differentials. For
F example, if yo
ou are not
ccomfortable with the otoscopic ex
xam, ask your pattients if you can take
a look at theeir
eears (time permittting). Remembeer, for outpatient medicine, a patiient will more likkely
have an uncommon presentation of a common dia
agnosis rather th
han a common
presentation of an
n uncommon dia
You will get to know your atttending very welll during this clerkship. Be as
helpful and interested
as posssible. Your atten
nding could be an excellent
source for a letter of recomm
Weekly Report and LCLG:
o Weeekly Report: 10 minute
presentation (H&P) of an
n interesting casee and discussion of
ng points. Make sure to have read
d up on the relev
vant topics and b
prepared to be assked questions by
y your colleaguess or group facilita
ator. Students oft
have a primary reesearch article to help illustrate teeaching points. When
you are nott
presenting, be en
ngaged, contributte ideas, and ask relevant question
o LCLG: 8 minute preesentation of any
y topic of your ch
hoice relevant to primary care durring
he third week. You
Y choose two to
opics to create co
oncise handouts and pick one to
present on LCLG day; most students utilize powerrpoint for the preesentation. Start
eearly and work ha
ard on this. Ask your preceptor for
f feedback. Nott only is it a greatt
nity for a topic yo
ou’re interested in,
i but it is also a large portion off
yyour final grade.
Primary Care H&P: essentially he same as medicine; include preventive medicine section at
Primary Care SOAP: use your preceptor’s notes as a guide unless they ask you to use a general
soap (essentially he same as medicine with the addition of preventive medicine). For annual
check-up visits-some preceptors use the subjective section to detail each of the patient’s
chronic problems and how the patient has been feeling/managing these issues (exampleHtn: measuring BPs at home-btw 120-140 SBP. Taking ** meds regularly. Hyperlipidemia:
denies rest or exertional chest pain, SOB, etc.)
Because primary care clinics are often busy; finding
the balance between doing a thorough history and practicing your PEX skills and
being efficient (aka focused histories and physicals) is key. Become familiar with
the patient’s chart beforehand (look in EPIC for a previous note listing their chronic
health problems), confirm their current medications, and be aware of the preventive
medicine issues that pertain to the patient (ie osteoporosis screening, vaccinations up
to date, mammograms, colonoscopy etc).
o Primary Care Medicine: Excellent reference for the clerkship as well as recommended
reading. Available online on the Galter website.
o Primary Care Mentor: Brief overview of common presentations, will be lent to you on the
first day of the clerkship.
o Objectives Checklist: Given to you on the first day of the clerkship. Use this during class
to take notes or reference the outline after. The checklist serves as a great launching
point for studying for the in-house exam.
o Step Up to Medicine: Chapter on ambulatory medicine is helpful for understanding basic
primary care principles
o MKSAP Question Book: General Internal Medicine Section-good practice questions
covering many high yield primary care principles
Pearls for Primary Care:
Commonly used risk scores: Framingham Risk Score (calculator online),
CHADS2, FRAX (calculator online)
NCEP Guidelines for management of hyperlipidemia
Vaccinations for adults
US Preventative Health Services Task Force Recommendations (search for phone
application)- breast cancer, prostate cancer, cervical cancer, colorectal cancer,
skin cancer, osteoporosis
Other screening: abdominal aortic aneurysm, hyperlipidemia
Diabetes diagnosis: Fasting glucose >126; random plasma glucose >200 in
person with DM symptoms, 2hr post-prandial glucose >200 (after 75g glucose
load), HbA1C >6.5
Third Year Timeline
July ’12 – June ‘13
Attend monthly career development sessions in IDM
Complete personal profile at the Careers in Medicine (CiM)
website at: http://www.aamc.org/students/cim/start.htm
1st draft of CV due in AWOME
Jan ‘13/Feb ‘13
Find an advisor by contacting the Career Advising
Coordinator in the departments you are interested in:
If uncertain about specialty, contact Dr. Sandy Sanguino, Dr.
Marianne Green or Dr. Thomas for assistance
Can begin requesting letters of recommendation from
faculty, but not necessary yet (due in October 1)
Attend department specialty information sessions
Curriculum vita should be in good shape to share with
advisors and letter writers as needed
Investigate M4 electives and begin applying (program
deadlines range from January through May)
Schedule Step 2
Schedule M4 Year (specifics will be discussed in IDM)
May ‘13/June ‘13
Work on Personal Statement
Research residency programs of interest through FREIDA
July ‘13/Aug ’13
Receive ERAS token and begin ERAS application
Sign up for application and matching services (ERAS,
NRMP, SF match, AUA, military)
Submit MSPE worksheet
Letters of Recommendation should be requested and
Respect the privacy of patients at all times.
Failing to protect the confidentiality of health information is:
Against the law (placing the medical school, hospital, and yourself in legal jeopardy)
Unethical and undermining to the patient-physician relationship
Reminders regarding the basics:
It is the patient’s right to have confidential medical records. Health Insurance
Portability and Accountability Act of 1996 (HIPAA): ensures that individuals moving
from one health plan to another will have continuity of coverage and that their privacy
and the confidentiality of their health information is protected.
You are only allowed to look at charts or printed/electronic medical records of patients
with whom you are involved in their care. Example: if your friend is in the hospital and
you are curious as to how he/she is doing, it is a violation for you to look at their records
if you are not involved in their care. The hospital tracks who is looking at the charts and
the reason they are looking.
Regarding your own medical record within NMH. The nursing staff claims it is a HIPAA
violation. It is inappropriate to access your own medical records at NMH. You do have
the right to the information, but you should follow the established process, which
requires completing an authorization form and presenting it to the NMH Medical
Records Department. When you obtained your login, you agreed to this. All access to
electronic records is recorded and can be audited at any time.
Never disclose patient information without the patient’s permission. Do not talk about a
case to those not involved in the case. If you are ever unsure if disclosure is appropriate
check with a more senior member on your care team beforehand.
NEVER talk about patients in public places like elevators, hallways, cafeterias, or
anywhere else where somebody might overhear the conversation. You don’t know who
is listening and it could be very damaging to a patient’s privacy. It is unprofessional in
the eyes of your superiors and may result in a formal reprimand.
Don’t throw papers with identifiable patient information into unlocked trash bins or
other containers. Special containers for such disposal confidential materials are
available and are marked as “confidential” or “HIPAA” and are typically located at
nursing stations on every floor. Do not dispose of this information at home.
Turn off computer screens and log off programs that contain patient information when
you are finished. Don’t leave any source containing patient information where others
might be able to look at them.
If stucck with a contaminated needle, orr otherwise subjeected to contamin
nation by bodily
fluids from a patiient, there is a sm
mall but very reall risk of acquiring
g a serious infecttion
from the host. Iff such an incide
ent does occur
r, you are autom
r you are doing
g. It is to your beenefit to report alll incidents becau
iff necessary, you will
w need to prov
ve that you were infected
order to claim thee disability insurance offered thro
ough the medicall school.
at your health comes
Mediccal attention can include cleansin
ng and treating any
a wound, obtaining both your
blood and the hosst blood for testin
ng, and the prov
vision of counsel on follow-up
trreatment and testing. At the tim
me of any potentia
n, you should exccuse
yyourself from thee activity under way
w and immedia
ately call or go to the site specified
Corporate Health 312-92
If it is aftter hours or on a weekend, the off
ffice will be closeed, but an answeering
w take your calll and will page the
t nurse on call.
Corporate Health 312-92
If it is aftter hours or on a weekend, the off
ffice will be closeed, but an answeering
w take your calll and will page the
t nurse on call.
dren’s Lurie: peending new numbers
Employee Health (Room 1480) 312-569-7
Needle Sttick Hotline or ER
E report immed
diately to VA Emp
(7 North Damen) during regular work ho
ours (Mon-Fri 8 AM - 4PM)
and to th
he Emergency Deepartment at all other times.
he incident to you
ur chief resident or Dr. Zawacki. Proceed to
Employee Health ext. 342
27 (before 4 PM ) or to the ED extt. 6000 (after 4 P
If at a physician’s officce or other site, yo
ou would still contact Corporate Health at NMH.
While the exact reeporting procedu
ure varies from hospital
to hospittal, the first step is to
ccontact the appro
opriate person im
mmediately. Thiss individual dealss with such incid
on a routine basiss. He or she can order testing of the
t patient and you,
ding the need and
d desirability of further
testing orr treatment, and
aanswer any questtions you may ha
Remember: In order to miniimize your risk of exposure, follow
w the universal
precautions.. Wear gloves, ey
ye protection, an
nd facemask durin
Treat all pattients and bodily fluids as if they are
a infected. Wa
ash your hands
frequently. NEVER recap neeedles, and dispo
ose of all sharp ob
y after use. If you
u follow standard
d precautions con
will become second nature.
our own informattion and for patieents who ask, it is
i important to differentiate
cconfidential and anonymous
testing. Confidentiall testing is done at
a a medical
nstitution, and th
he result becomees part of the med
dical record, whiich is available too
insurance companies and may affect future insurability. Anonymous testing is done
by “neutral” organizations like Family Planning and state/county health agencies, and
only the patient will know the result. Consider this issue before being tested.
You should not receive any bills for treatment, but if you do, send them to:
Director, Office of Risk Management
2020 Ridge Avenue #240
Evanston, IL 60208-4335
E-mail: [email protected]
If you become aware of an error (wrong order, medication, technical problem with a
procedure, etc) you need to make sure it is reported for appropriate follow up. NETS
(Northwestern Event Tracking System) is available on every NMH computer from the
home page. It takes about 2 minutes to enter an event. Good Catch or Near Miss
reports are also very welcome and will be followed up. You can report anonymously or
provide your name. You can also report by phone to 6-RISK at any time, and for
serious events you should use the phone rather than the online system.
If you are involved in a medical error you should reach out for support. Your resident,
attending or clerkship director are good resources. If you are part of the team
involved in a devastating event such as a patient suicide, be sure to ask for and accept
As medical students, we can have difficult hours: early mornings and late nights. These are
the logical times you should be aware of your surroundings, but remember crimes can
occur at any time.
To further reduce your risk of becoming a victim, be “street smart”! Stay in well
traveled areas and be alert of your surroundings. Look like you know what you are
doing. Do not carry or wear expensive jewelry or bulging wallets. If you feel
threatened, get attention by running and crying out for help. Many times you will be
asked to travel to different locations around the city and surrounding suburbs.
Remember to always use caution when using public transit and attempt to travel in
groups. Incidents can occur anywhere, recently there has been an increase in crimes
located in the Gold Coast area, so always be prepared. Don’t every carry laptops (you
will never need them). Limit your use of smart phones or iPads during transit as these
have become targeted devices in thefts. Avoid public transportation during strange
hours. When in doubt, a cab might be the safest bet, especially when taking call from
MacNeal. If you have questions about the general safety of an area, talk to hospital
personnel. Most likely, they have been working at the hospital or office for several
years and know the places you should avoid.
Safety in the hospital has also been a concern. Although most patients don’t appear to be
hostile or capable of inflicting physical harm, you should always be conscious of your
surroundings and when in doubt immediately vacate the area. Although these events
are rare, care should always be taken.
Student Code of Conduct
The 1999–2000 Medical Student Senate developed the following “Code of Conduct”
(revised in 2011) to emphasize students’ commitment to certain principles. The Code of
Conduct now serves as a guide for continuing discussion and reflection among students
and faculty members regarding the nature of honor and integrity, professional
responsibility, and respect.
Honor and Integrity
I will neither give nor receive impermissible assistance on academic
examinations and assignments.
I will abide by the Feinberg School of Medicine’s policies and procedures,
including those regarding plagiarism, use and distribution of controlled
substances, and downloading copyrighted material, as outlined in the Student
I will commit myself to life-long learning, and pledge to contribute to the
advancement of medicine.
I will be a patient advocate and speak up on behalf of my patients.
I will keep all information that I receive about patients in confidence from anyone
outside of the medical team.
I will not engage in inappropriate relationships with patients or members of my
I will not give a false impression of my medical knowledge and skill, and will not
falsify medical records.
I will ask for academic and personal support from my peers and superiors when
necessary, and offer similar help as needed.
I will treat all people equitably without regard to age, race, gender, religion,
ethnicity, disability, socioeconomic status, disease status, sexual orientation, or
I will collaborate with members of the medical school community to promote an
environment that supports teamwork.
By signing this Code of Conduct, I pledge to abide by the Code and to report
any infraction. I understand that failure to do so is itself a violation of the Code
Over the past few years, a growing awareness of abusive behavior by faculty, housestaff, and
others toward medical students and junior housestaff has appeared in the medical
education literature. A preponderance of the reported incidents occurred during the
junior and senior medical school years, when the difference in power is greatest.
While there is reason to believe that such incidents are relatively infrequent during
clerkships, they are not absent.
What is Abuse?
Abuse can be a subjective entity depending on the perceptions of the victim. However, it is
not the rare outburst of verbal invective, directed at whoever happens to be nearby.
Such events do happen and are unpleasant, but are not intended to be abusive.
However, recurring comments of an insulting or demeaning nature directed
intentionally toward a specific person or group of people is abuse. So too is any
physical contact of a disciplinary or harassing nature, repeated requests for the use of
a student’s time to carry out personal tasks or errands, or any threat of grade
retribution as a penalty for action or inaction unrelated to educational or patient
duties. These are inappropriate and unprofessional behaviors.
The issue of student abuse has been discussed at the Curriculum Committee, Deans’
meetings, individual departmental meetings, and housestaff orientation programs.
When an abusive situation arises, the student should first attempt to confront the abuser
and inform the senior resident if necessary. If the abuse continues or if the student
anticipates retribution, the student should then approach the appropriate department
representative with the case. At the beginning of each clerkship, the director should
identify specific individuals that will accept reports of suspected incidents. All
clerkships outline a clear plan of action for abusive behavior. Furthermore, the
incident(s) should be reported as soon as possible, so that corrective actions can be
In addition, Dean John X. Thomas (312-503-1691) should be alerted to any suspected
incident. This is particularly important if it is felt that a departmental authority does
not understand or does not want to be concerned with pursuing the issue.
NMH has a Physician Health Committee, chaired by Joan Anzia MD, which addresses
abusive behavior. You can contact her confidentially if needed.
Also, be liberal with your utilization of the Student Senate. The members of the Senate
have been elected to represent the student voice and to serve as your advocates when
the opportunity arises. If at any time you feel that your concerns as a student are not
being heard, inform your senator.
Medical Student Duty Hours Policy
During the clinical years, Feinberg medical students should assume an increasing level
of professional responsibility, learning to care for patients with dedication, integrity, and
compassion. One of the challenges of becoming a physician is learning to fulfill one’s
clinical responsibilities without sacrificing one’s own physical and mental health. The
clinical years should provide an environment in which students can attend both to their
education and to their personal well-being as they develop into physicians.
Medical students must not be required to work more than resident physicians, whose
duty hours are regulated by the ACGME.
Duty hours are defined as any clinical work or required educational experiences (e.g.
conference, lectures, exams); they do not include time at home to study or travel time to
and from clinical sites.
Medical students must not work more than 80 hours per week.
Medical students must not work more than 24 consecutive hours caring for patients.
After 24 hours, they may continue to work for up to 6 hours for continuity of care or
classroom experiences, but may not assume care for new patients during this time.
Medical students must not be scheduled for call the night before an exam.
Medical students are dismissed from ward duties by midnight before IDM. Students on
call the same day/night of IDM are to report immediately after IDM has concluded to
their medical teams. Students not on call are dismissed after IDM.
At minimum, medical students must receive an average of one day off per week over a
four week rotation.
With the exception of Thanksgiving, University holidays (e.g. Independence Day, Labor
Day, Memorial Day, Martin Luther King Day) shall be treated like weekend days, on
which students may be on call. For all rotations except sub-internships, the
Thanksgiving Holiday shall be observed beginning at 6pm on the Wednesday before
Thanksgiving and ending on Sunday evening; these count as days off. During subinternship rotations, medical students may be required to work during the Thanksgiving
Within the limitations above, the clerkship directors are responsible for setting medical
student schedules on each individual rotation. All scheduling shall be done with the
students’ best educational interests in mind.
Any concerns about duty hours should be discussed with the clerkship director.
Students should report any violations of this duty-hours policy to Dr. John X. Thomas;
student grades shall not be affected by such reporting.
At times, it might seem like a good idea to attend that extra meeting the morning before
IDM or to show up early in order to carry that extra patient. However, respecting the
medical student hour policy also shows respect towards your fellow colleagues and
Intentionally disregarding the medical student hour policy has a tendency to backfire—
attendings and residents can tell if you’re trying to look better than the other students on
your team. It can also negatively impact the working relationship you have with your
On the other hand, if you’re carrying more patients than you can handle, or are finding
that you have to come in far earlier than other students to write notes, you might want to
think about talking with your team. You can ask how to become more efficient with
your time, or simply let them know that you feel overwhelmed. Your team will generally
appreciate your honesty.
As parrt of their requireed clerkship currriculum, studentss may be assigned to a clinic or
hospital site outsiide of the Chicag
go Campus. Wheen students mustt travel off campu
hey are expected
d to take Universiity shuttles, masss public transporrtation or their oown
In speecific situations, students
ng off campus ma
ay be reimbursed
d for travel via Meetra,
personal car or, in
n unusual circum
mstances, taxi. Please note that so
provide transporttation options at little or no cost to
t students. Stud
dents should utillize
hese options. In
n cases where thee clerkship does not
n provide transsportation option
sstudent may quallify for travel reim
mbursement to th
heir primary assiigned site.
her traveling by taxi
or Metra (cou
unter ticket purcchase price only) reimbursement will
cconsist of the onee-way cost minuss the cost of CTA public transporttation. For perso nal
vvehicles there is a $5 deduction. Please
note studeents will be reimb
bursed from the
Chicago campus or
o home, whicheever is shortest, up
u to a maximum
m of $30 each wayy.
bursements may be issued when:
A sstudent is requiired to start clerk
kship work beforre 6 AM.
A sstudent is requiired to work lateer than 9:30 PM or,
o for those at th
he Jesse Brown V
afteer the last shuttlee.
A sstudent traveling
g to an outpatient facility or MacN
Neal Hospital tha
at is readily
acccessible by publicc transportation (Metra, CTA) willl be reimbursed for Metra travell less
thee cost of CTA pub
on. If traveling byy car or taxi studeents are expected
travvel together wheenever possible.
quests will be rev
viewed by the app
vvalidation and the AWOME for ad
dherence to depa
artment and Nortthwestern Univeersity
policies and guideelines.
ase Note: This policy
is subject to change withou
ut notice. Pleasee
html for the mostt
curreent and detailed version.
Your junior year will be fascinating beyond your wildest imagination and will test
you at every corner. You will see and do many things that you may
never have the chance to do again—deliver a baby, replace a knee,
comfort a terminally ill patient in palliative care, have a real difficult
conversation with a real patient, observe and diagnose mental and
psychiatric disorders, operate on an ill patient, participate in a code,
hold someone’s life in your hand and help to save it.
The student’s experience is team-dependent. Unfortunately, there is no standard
of resident teaching as there is a standard of medical care, so rise to the
challenge and make the best of the situation. As with any working
environment and life in general, there can be personality differences,
prejudices, and unfair treatment. Although one should try to resolve
those conflicts as smoothly as possible, sometimes it is better to simply
accept such circumstances.
Remember that you are here to learn. Never forget that it is a privilege to be here
and you should utilize every day and value every experience. If your
resident is able to finish all the floor work because you helped, there
will be more time for teaching. Teamwork allows for a more enjoyable
Towards the end of your third year, you may feel compelled to declare your future
profession. Your mind will likely change many times throughout this
year, as you become encouraged by some experiences, evaluations, and
teachers (and occasionally discouraged by others). Whatever the
challenges, you will succeed.
Have a fantastic year and welcome to the wards!
—The Class of 2013
The following represents a very extensive list of commonly and uncommonly used
abbreviations. The use of abbreviations is strongly discouraged for diagnoses or
procedures, and we would like to see much less use of abbreviations overall. Some of
these are EXPLICITLY prohibited by The Joint Commission and others are just bad
practice which has led to medical error and patient harm. For example:
GBS – can mean gallbladder series, gastric bypass surgery, group B streptococci, Guillain-Barre Syndrome
HSG – can mean herpes simplex genitalis or hysterosalpingography
OCP – can mean ocular cicatricial pemphigoid, oral contraceptive pills or ova, cysts, parasites
MR – can mean mitral regurgitation or mental retardation
PE – has been used by some to mean physical exam, pulmonary embolism, or pulmonary effusion
We have put a line through the abbreviations that should absolutely NOT be used, but have
still included them below because you may run into them on the wards.
AC & BC
one (used to substitute for numerical digit)
two (used to substitute for numerical digit)
three (used to substitute for numerical digit)
abdominal aortic aneurysm
antibody or abortion
arterial blood gas
ankle brachial index
before meals (Latin: ante cibum)
air conduction and bone conduction of ear
acute coronary syndrome
American Diabetic Association diet
anti-diuretic hormone (vasopressin)
activities of daily living skills
acid fast bacilli (think tuberculosis)
afebrile, vital signs stable
acute interstitial nephritis
above the knee amputation
acute kidney injury
allergies; also acute lymphocytic leukemia
against medical advice (signing out of
hospital); advanced maternal age
acute myelocytic (or myelogenous) leukemia
absolute neutrophil count
alert and orient to time, place, and person
auscultation and percussion
activated partial thromboplastin time (PTT)
adult respiratory distress syndrome
acute renal failure
artificial rupture of membranes; active range
acetylsalicyclic acid (aspirin)
as soon as possible
atrial septal defect
acute tubular necrosis
twice per day
BRBPR bright red blood per rectum
coronary artery bypass
community acquired pneumonia
clean/dry/intact (in regard to incisions)
congestive heart failure
carcinoma in situ
chronic kidney disease
costal margin or cardiomegaly
coagulation factors (tested with PT/PTT)
chronic obstructive pulmonary disease
chest pain or cerebral palsy
continuous positive airway pressure
continue present management
chronic renal failure
chronic renal insufficiency
culture and sensitivity
C-section cesarean section
chemstrips (measures serum glucose)
chronic suppurative otitis media
clear to auscultation (in lung exam);
cerebral vascular accident (stroke)
costovertebral angle tenderness
central venous pressure
5% dextrose in saline solution
5% dextrose in lactated ringer’s solution
5% dextrose in water
dilatation and curettage
discontinue or discharge
Department of Children and Family Services
dilatation and evacuation
disseminated intravascular coagulation
degenerative joint disease
do not resuscitate (supportive measures only)
dyspnea on exertion
dorsalis pedis artery
diphtheria, pertussis, tetanus immunization
deep tendon reflexes
dysfunctional uterine bleeding
deep vein thrombosis
estimated blood loss
estimated date of confinement (referring to
external fetal monitor
estimated fetal weight
enzyme linked immunosorbent assay
ear, nose, and throat
extraocular movements intact
end stage renal disease
erythrocyte sedimentation rate
extracorporeal shock wave lithotripsy
fasting blood sugar
fibrin degradation products (same as FSP)
first day last menstrual period
fluids, electrolytes, and nutrition
fresh frozen plasma
fetal heart rate
fetal heart sounds
fetal heart tones
fraction of inspired oxygen
funny looking kid (**not very professional**)
fine needle aspiration
foot of bed
full range of motion
follicle stimulating hormone
fibrin split products (same as FDP)
full term intrauterine pregnancy
fluorescent treponemal antibody absorption
failure to thrive
fever of unknown origin
gestational diabetes mellitus
gastroesophageal reflux disease
ground glass opacity
grams per hundred milliliters of serum
general oral endotracheal tube
gravidity (# pregnancies), parity (# births
categorized as TPAL - term, preterm,
abortions, living children)
gt. or gtt. drop or drops (Latin: gutta)
glucose tolerance test
HA or h/a headache
Hepatitis A virus
home based health care
Hepatitis B virus
human chorionic gonadotropin
hemodialysis; hospital day (followed by a
HEENT head, eyes, ears, nose, throat
Health Evaluation Unit (the VA’s ER)
H-J reflux hepato-jugular reflux
head of bed
hard of hearing
high power field (referring to microscope)
history of present illness
IO or I/O
high resolution CT
bedtime (Latin: hora somni)
Intensive Care Unit
incision and drainage
insulin dependent diabetes mellitus
internal fetal monitor
interstitial lung disease
fluid intake (e.g. IVF) and output (e.g. urine,
intermittent positive pressure breathing
idiopathic thrombocytopenic purpura
intrauterine fetal death
intrauterine growth retardation
a type of infusion pump
intravenous drug abuse
intravenous drug use
IV push or intravenous pyelogram
juvenile rheumatoid arthritis
jugular venous distention
kidneys, ureters, bladder (referring to
lymphadenopathy; left axis deviation; left
anterior descending artery
left bundle branch block
large bore IV
lower extremity (leg)
liver function test
large for gestational age
left inguinal hernia
left lower extremity (left leg)
left lower lobe (referring to lung)
left lower quadrant (referring to abdomen)
laryngeal mask airway
last menstrual period
left upper extremity (left arm)
left upper lobe (referring to lung)
left ventricular ejection fraction
left ventricular hypertrophy
monoamine oxidase inhibitor
mean arterial pressure
mean corpuscular hemoglobin
mean corpuscular hemoglobin concentration
mean corpuscular volume
milligrams per hundred milliliters
myocardial infarct; mitral insufficiency
medical intensive care unit
mucus membranes moist (oral exam)
magnetic resonance angiogram
murmurs/rubs/gallops (cardiac exam)
magnetic resonance imaging
methicillin-resistant staph aureus (think
mitral stenosis or multiple sclerosis
motor vehicle collision
mitral valve prolapse
normoactive bowel sounds
no acute/apparent distress
normocephalic, atraumatic (a normal head)
no growth to date
neonatal or neurosurgical intesive care unit
NIDDM non-insulin dependent diabetes mellitus
no known drug allergies
Nl or nml normal
Northwestern Memorial Hospital
no or none
nothing by mouth (Latin: nil per os)
normal saline; night sweats
non-steroidal anti-inflammatory drug
normal sinus rhythm
normal spontaneous vaginal delivery
nasotracheal (referring to suctioning)
n/v/d/c nausea/vomiting/ diarrhea/constipation
organic brain syndrome
oral contraceptive pills
on call to the OR (referring to OR meds)
out of bed (referring to activity)
oral polio vaccine
after (Latin: post)
premature atrial contraction
Pap smear, Papanicolaou cytologic test
para-amino salicyclic acid
paroxysmal atrial tachycardia
after meals (Latin: post cibum)
patient controlled analgesia
patent ductus arteriosus
qh or q°
Physician’s Desk Reference
physical examination; pulmonary embolus
positive end expiratory pressure
pupils equal and react to light
pupils equal, round, and reactive to light and
persistent fetal circulation
pulmonary function tests
pelvic inflammatory disease
primary care physician
past medical history
point of maximum impulse (referring to
Physical Medicine & Rehabilitation
paroxysmal nocturnal dyspnea
by mouth (latin: per os)
postoperative day (followed by a number)
post-partum tubal ligation
purified protein derivative (for tuberculin
per rectum (suppository)
packed red blood cells
when necessary (Latin: pro re nata)
premature rupture of membrane or passive
range of motion
past surgical history
paroxysmal supraventricular tachycardia
prothrombin time; posterior tibial artery;
prior to admission
percutaneous transluminal coronary
partial thromboplastin time
peptic ulcer disease
premature ventricular contraction
peripheral vascular disease
Prentice Women’s Hospital
every (Latin: quaque)
at hour of sleep
daily (Latin: quaque die)
four times per day
every Monday, Wednesday, and Friday
every other day
right bundle branch block
red blood count
rubs, clicks, gallops, murmurs
respiratory distress syndrome
red cell distribution width
rapid eye movement
Rhesus blood factor
rheumatic heart disease
right inguinal hernia
right lower extremity (right leg)
right lower lobe (referring to lung)
right lower quadrant (referring to abdomen)
resident on call
range of motion
review of systems
rapid plasma reagent (syphilis test)
regular rate and rhythm (referring to heart)
renal tubular acidosis
return to clinic
right upper lobe (referring to lung)
right upper extremity (right arm)
right upper quadrant (referring to abdomen)
right ventricular hypertrophy
Roux-en-y gastric bypass
prescription, treatment, or therapy
without (Latin: sine)
first and second heart sounds
subacute bacterial endocarditis
small bowel follow-through
small bowel obstruction
sequential compression devices
sedimentation rate (ESR)
systolic ejection murmur
small for gestational age
surgical intensive care unit
label (Latin: signa)
sublingual (e.g. for nitroglycerin)
systemic lupus erythematosus
sequential multiple analysis (chemistry
laboratory tests – usually sodium, potassium,
chloride, bicarbonate, BUN, creatinine, and
shortness of breath
serous otitis media
spontaneous rupture of membranes
substernal chest pain
immediately (Latin: statim)
triiodothyronine resin uptake
tonsillectomy and adenoidectomy
tablet (Latin: tabella)
total abdominal hysterectomy with bilateral
tuberculosis (think isolation)
thyroxine binding globulin
total body surface area
type and crossmatch
transcutaneous electrical nerve stimulator
thyroid function tests
transient ischemic attack
three times a day (Latin: ter in die)
to keep open (referring to IV rates)
therapeutic lifestyle change
temporal mandibular joint
tubal ovarian abscess
TORCH toxoplasmosis, other (syphilis), rubella, CMV,
tissue plasminogen activator
total parenteral nutrition
type and screen
thyroid stimulating hormone
thrombotic thrombocytopenic purpura
transurethral resection of the prostate
UA or U/A urinalysis
upper extremity (arm)
upper respiratory infection
up to chair (referring to activity)
urinary tract infection
video-assisted thoracoscopic surgery
serologic syphilis test
visual field full to confrontation
Visiting Nurse Association
vancomycin-resistant enterococcus (think
ventricular septal defect
vital signs stable
warm and dry (referring to skin)
white blood count
well developed, well nourished
within normal limits
warmth/erythema/edema (on extremities
Hospital Slang (we don’t condone using some of these)
Bounceback – after a discharge, the patient is re-admitted back to your service
Crumping/Crashing – patient condition suddenly deteriorates. May also be a noun:
“Did you hear about the crump on the 12th floor?”
COW – computer on wheels
Curbside – getting a specialist’s opinion without a formal consult
To “gas” someone – to draw an ABG on them
Getting burned – any future problems with a patient that you should have been able to
Getting numbers – writing down vitals, I/O’s and labs for overnight patients, usually in
the surgery rotation
Laying some eyes – checking up on your patient without spending much time talking to
Prerounding – getting vital/labs/test results, then doing a brief overnight history and PE
PIMPed – Put In My Place
Rescue page – sending a pretend page to somebody to ‘rescue’ them out of an arduous
Run the list (RTL) – going through the list of patients on your service, updating everyone
on new information
Scut work – the work that no one wants to do; usually the work of the third year med
student (just kidding; Abuse Policy Violated…)
Sign out – done at the end of the shift, passing pertinent information to the overnight
Snowed/Snowballed – receiving too much narcotics or benzos, leaving the patient in an
Tuck’em in – checking on your patients before you leave for the day
Update the list – filling in the pertinent info from the day, or adding new patients to the
list; sometimes AdHoc in Powerchart, sometimes an excel file on the NMH server
Zebras – rare and/or obscure diseases
NMH Helpful Phone Numbers
All numbers starting with a 5; outside line is 312-695-xxxx
All numbers starting with a 6; outside line is 312-926-xxxx
Dial 5-1000 or 0 from an in-house
Protocol CT: 6-5314
Cardiac arrest: 5-5555
LISTEN to dictations: 6-1199
EPIC helpdesk: 5-HELP
CT Scheduling: 6-6366
Feinberg MRI: 6-4333
Inpatient Rads: 6-5105
US (general): 6-7032
After hours Reading 1st Fl 6-7038
Case Management: 6-2272
Cardiac Cath 8th Fl 6-5135
Social Work: 6-2060
Cardiac Stress 8th Fl 6-7486
CT ordering/protocol 4th Fl 6-5314
CT Body Reading 4th Fl 6-5894
CT Head Reading 4th Fl
ECHO/Nuclear Cardio 8th Fl 6-2629
Analgesic Dosing Service:
5-7246 (pager), 6-3382 (office)
General Radiology 4th Fl 6-5150
Anticoagulation Dosing Service:
5-6548, 6-8670 (office)
MRI Protocol/Read Triage 4th Fl 6-4333
Interventional Radiology 4th Fl 6-5200
MR Fax 6-6452
NMFF GMC: 5-8630
Ultrasound ordering 4th Fl 6-7032
GMC resident line: 5-8211
Ultrasound Reading 4th Fl 6-2761
Physician Referral Svcs: 6-8400
Vascular 8th Floor 6-2746
Direct Admission PTC: 5-4600
Specimen Receiving 7th Fl 6-7970
Echo Reading – Rm 8-216
ABG 8th Fl 6-5174
XR Viewing – Rm 4-328
Autopsy Olson 6-3212
CT Body Viewing – Rm 4-546
Blood Bank 7th Fl 6-2513
MR Viewing – Rm 4-525
Chemistry 7th Fl 6-7536
Nuclear Cardiology – 8-140
Cytopathology 7th Fl 6-7008
** After 5PM, go to ED viewing to review
films with radiologists
Flow Cytometry 7th Fl 6-7360
Heme/Cell Count 7th Fl 6-3200
Hemostasis 7th Fl 6-2428
Micro 7th Fl 6-3202
Specimen receiving: 6-7970
Surgical Path: 6-3211
Pathology 7th Fl
Send Out 7th Fl 6-1200
Available Consults By Web Paging
Cardiac arrest: 5-5555
Emergency hotline: 5-5555
Cardiac Cath Lab: 6-5135
Cardiology – Floor Consults
Cardiac Echo: 6-7483
Cardiology ICU Consults – CCU Fellow
Cardiac Stress Test: 6-8662
Cardiology pager: 5-7458
Cardiology – EP/Heart Failure/ Cath
Echo reports: 6-7483
Echo scheduling: 6-7483
EKG pager: 6-6935
Chem Dep Inpt Consult: 6-8411
Psych Consult: 6-8411
GI – Gen or Interventional
GI Lab: 6-2425
Dialysis (inpatient): 6-1696
Ethics consult: 5-ETHX (5-3849)
Nutrition (inpatient): 6-7437
13E Nursing Station: 6-2356
13W Nursing Station: 6-2381
14E Nursing Station: 6-2365
14W Nursing Station: 6-2358
15 E Nursing Station: 6-2362
Heme/Onc – Benign or Malignant
Heme/Onc – ER/Transfer/Triage
Infectious Disease – Med/Neuro
ID – Surg/HemeOnc
ID – Transplant
IR MD on-call – (Emergencies)
Pain Service (Anesthesia Interventional)
15 W Nursing Station: 6-3099
Palliative Care (End of Life and
MICU 9E: 6-5140
CCU 8E: 6-5172
OR desk: 6-5150/6
Rad Oncology (Emergencies only)
ER 1st Fl: 6-1588
Nephrology – Acute, Chronic,
Dialysis 9th Fl: 6-1696
**Handouts with Lurie Children’s and VA phone numbers will be given to you at each specific hospital.