MEDIC ST 5014AHO - Anaesthesia, Pain Medicine & Intensive Care V Pt1

Teaching Hospitals - Semester 1 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

The clinical attachments are a program of clinical education through a selection of placements so that students will be competent in history-taking, patient examination and management. This includes problem formulation, investigations, treatment (pharmacological and non-pharmacological), counselling, good communication skills, the practice of empathetic medicine, and a sound knowledge base that allows diagnosis and management of common disorders to be carried out under appropriate supervision. Some students will have the opportunity to undertake their training for an extended period of time in a rural or remote setting.

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Course Details

Course Code	MEDIC ST 5014AHO
Course	Anaesthesia, Pain Medicine & Intensive Care V Pt1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	attachments, common program & research
Available for Study Abroad and Exchange	N
Prerequisites	Year 4 MBBS Exam
Restrictions	Available to MBBS students only
Assessment	Based on attendance, participation in discussions and knowledge

Course Staff

RAH ICU contact:
A/Prof Mary White
Email: Mary.White@health.sa.gov.au

RAH Anaesthetics contact:
Dr Julia Coldrey
Email: Julia.Coldrey@health.sa.gov.au

RAH & TQEH Pain and Palliative Care contact:
A/Prof Pam Macintyre
Email: Pamela.macintyre@adelaide.edu.au

The Queen Elizabeth Hospital Anaesthetics and ICU contact:
Dr Thava Visvanathan
Email: thava1@optusnet.com.au

Lyell McEwin Hospital contact:
Dr Lynda D’Souza
Email: Lynda.D'Souza@health.sa.gov.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

The course timetable for the APIC rotation is made available to students on the first day of the rotation.

Learning Outcomes

Course Learning Outcomes

The course objectives for the anaesthesia component are:
1. Preoperative Assessment
1.1. Rational ordering of Preoperative investigations

1.2. Assessment Cardiorespiratory reserve

1.3. Airway assessment

1.4. Consent

1.5. Management of peri-operative medications

1.5.1. Hypoglycaemics

1.5.2. Anticoagulants/Antiplatelet agents

1.5.3. Herbal preparations

1.5.4. Other

1.6. Fasting Guidelines

1.7. Pre-medication (bronchodilators, reflux prevention, etc.)

2. Pharmacology (brief overview)
2.1. iv induction agents

2.2. inhalational agents

2.3. muscle relaxants

2.4. reversal agents

2.5. local anaesthetics (safe doses, routes of administration, toxicity & its treatment)

3. Monitoring (basic overview)
3.1. Pulse oximetry

3.2. Capnography

3.3. ECG

3.4. Blood pressure

4. Emergency Anaesthesia
4.1. EMST principles (primary survey)

4.2. Rapid Sequence Induction
5. Gas Exchange
5.1. Oxygen therapy– routes and delivered concentrations

5.2. Hypoxia – differential and management

5.3. Hypercarbia – differential and management

6. CVS crises
6.1. BLS/ALS pricinples

6.2. mangement of cardiac arrest

6.3. management of anaphylaxis

7. Co-morbidites (outline of principles and peri-operative implications)
7.1. Gastro-oesphageal reflux

7.2. Asthma

7.3. Sleep Apnoea

7.4. Diabetes

7.5. Ischaemic heart disease

7.6. Obesity

8. Peri-operative Fluid Management
8.1. Water, Na+, K+ 8.2. Blood transfusion and transfusion triggers

9. Recovery
9.1. Analgesia (see pain week)

9.2. Confusion

9.3. Hypo/hypertension

9.4. Nausea and vomiting

9.5. Airway/breathing issues

10. Skills
10.1. iv cannulation

10.2. chin lift/jaw thrust

10.3. oropharyngeal/nasopharyngeal airway insertion

10.4. bag and mask ventilation

The objectives of the pain component are:
1.   Assessment of pain in relation to clinical diagnosis, classification and response to therapy
2.   Knowledge of the pharmacology of drugs commonly used in pain management
3.   Develop a familiarity with drug and non-drug techniques commonly used in pain management
4.   Develop pain management strategies required to competently fulfil the role of an intern.

The objectives of the ICU component are:
1.   Revision of physiology and pharmacology in a case-based, clinical setting
2.   Approach to the management of critically ill patients
a.   Essentials of identification, triage and management of critically ill patients

b.   Principles of life-support and monitoring systems

c.   Practical aspects of advanced life support
3.   Understanding of the ethical issues involved in the care of critically ill patients
4.   Revision of basic and advanced life support skills (BLS, ALS)

最新糖心Vlog Graduate Attributes

No information currently available.
Learning Resources

Required Resources

N/A

Recommended Resources

Pain:
•   Acute Pain Management: Scientific Evidence 3rd edition, 2010: see

•   Macintyre and Schug, Acute Pain Management: a practical guide, WB Saunders, 3rd edition 2007

•   Therapeutic Guidelines: Palliative Care: available via the 最新糖心Vlog of Adelaide library

•   最新糖心Vlogn Medicines Handbook: available via the 最新糖心Vlog of Adelaide library

Anaesthesia:
•   Introductory anaesthetics textbook such as:

o   Gwinnutt, Lecture Notes: Clinical Anaesthesia, 4th edition, 2012

o   Harley and Hore, Anaesthesia an introduction, 5th edition, 2012

Online Learning

Students are recommended to review the SMTS pain and palliative care content available on MyUni as well as the relevant lectures on pain and analgesia from the MLTU website.
Learning & Teaching Activities

Learning & Teaching Modes

Core teaching process for ICU includes:
1.   Small and large group teaching sessions ie. lectures and tutorials
2.   Skills sessions (simulator sessions)
3.   Case presentations
4.   Clinical attachments with ward rounds
5.   Self-directed study
6.   Presentation of ICU related topics

The pain component learning is delivered via:
1.   Lectures
2.   Clinical attachments to acute pain, chronic pain and palliative care
3.   Tutorials
4.   Group work and group presentation
5.   Case based discussion of chronic pain and palliative care
6.   Self-directed learning

The anaesthetics teaching and learning modes include:
1.   PBL sessions
2.   Clinical attachments in theatre, OPD and recovery
3.   Simulator sessions
4.   Self-directed learning.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload for the individual students will vary from week to week but students can assume that on average they will work a 45 hour week which will include clinic sessions, lectures (both delivered and online), seminars, tutorials and private study but does not include after hours call.

Learning Activities Summary

For all components, students are expected to attend all clinical rounds and rostered tutorials and participate actively in these.

Anaesthetics
RAH: Students will be provided with handouts on initial assessment and management of trauma, management of shock and preoperative care and will be expected to have read this in preparation for the PBL sessions, along with material available on the MLTU website.
TQEH: Students are requested to pre-read the PBL on local anaesthetics available on the MLTU website for their PBL on the first Monday afternoon. All other PBLs and rostering will be notified during orientation and material will be available on website.

Pain
Students are expected to complete the recommended readings:
1.   Revisit 4th year lectures on pain and analgesics
2.   Macintyre and Schug – Acute Pain Management
a.   Chapter 3 – Assessment of pain

b.   Chapter 4 – pharmacology of opioids

c.   Chapter 6 – non-opioid and adjuvant analgesic drugs

d.   Chapter 7 – routes of systemic opioid administration

e.   Chapter 8 – patient-controlled analgesia

f.   Chapter 9 – epidural analgesia

g.   Chapter 12 – acute neuropathic pain

h.   Chapter 14 – elderly, opioid-tolerant and substance abuse patients
3.   Therapeutic Guidelines – Palliative Care
a.   Chapter – Getting to know your drugs

b.   Chapter – Pain
4.   Macintyre PE, Loadsman JA, Scott DA. Opioids, ventilation and acute pain management. Anaesth Intensive Care. 2011 Jul;39(4):545-58
5.   Coldrey JC, Upton RN, Macintyre PE. Advances in analgesia in the older patient. Best Pract Res Clin Anaesthiol. 2011 Sep; 25(3):367-78
6.   Huxtable CA, Roberts LJ, Somogyi AA, Macintyre PE. Acute pain management in opiod-tolerant patients: a growing challenge. Anaesth Intensive Care. 2011 Sep;39(5):804-23
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
1. Assessment must encourage and reinforce learning.
2. Assessment must enable robust and fair judgements about student performance.
3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
4. Assessment must maintain academic standards.
Assessment Summary

Assessment for the APIC rotation is a combination of the individual assessments for each sub-rotation. It is based on attendance, presentation assessments and clinical competency.

Assessment Related Requirements

See Assessment Detail

Assessment Detail

Pain
1.   Attendance at and participation in clinical rounds and tutorials
2.   MCQ paper based on material covered in acute pain and pharmacology lectures in year 4. See chapters 3,4,6,7 in Macintyre and Schug.
3.   Group presentation of allocated clinical “patient in pain” case
a.   The presentation should not exceed 30 min

b.   The presentation is a group effort – all students should discuss the case and be prepared to answers any questions asked by the examiners.

Anaesthesia
1.   Attendance at and participation in clinical activities including simulator session
2.   Participation in PBL sessions
3.   TQEH: in addition to 1&2, each student is required to research and present a 15-20 minute presentation on a preoperative scenario at the end of their second week.
4.   LMH: in addition to 1&2, student are required to present a case.

ICU
1.   Professional behaviour
2.   Participation in clinical activities
a.   Attendance, including out of hours (minimum 95% attendance required to pass rotation)

b.   Actively seeks learning opportunities

c.   Contributes to patient discussion
3.   Medical competence
a.   Thorough history and physical examination skills

b.   Concise and accurate case presentations
4.   Theoretical knowledge
a.   Good knowledge base with ability to apply to clinical situations
5.   ICU presentation.

Submission

N/A

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)

Grade Description

CN Continuing

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Grades for your performance in this course will be awarded in accordance with the following scheme: GS4

GS4

Grade    Description

NGP Non-Graded Pass

S Satisfactory

U Unsatisfactory

F Fail



Final results for this course will be made available through .
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SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
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Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

NOG (No Grade Associated)
Grade	Description
CN	Continuing

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