Just finished reading this book and I'd highly recommend it to anyone who has anything to do with healthcare and improvement. Atul Gawande is a surgeon who lives in Boston and works as an assistant professor at Harvard Medical School. This is his second book (after 'Complications' several years ago). The book is basically a series of short stories of success within medicine where resources are stretched and tasks seemingly impossible. Examples include the WHO's worldwide polio vaccination programme, treating polytrauma casualties in Iraq and the medicine's constant battle against hospital acquired infections. His stories all revolve around a common theme of improvement in face of adversity. He makes his point in the final part of the book where he talks about the 'young science of improvement'. His argument is that not enough is being done to make the most of what we already have and changing the systems we work in.
There's a very good chapter near the end of the book about how the practice of obstetrics has dramatically improved outcomes for mothers and children over the past 100 years. He tells us that most of the changes did not come down to randomised controlled trials, double-blinded studies etc, but rather keen observations of outcomes and comparisons. The practice, he writes, was changed forever with the introduction of the Apgar score. This gave a score of the outcome of new born babies immediately after birth. This score allowed for comparisons between outcomes (outcome measures). In the next chapter about cystic fibrosis, he tells us about how all CF specialist centers make their outcomes and patient results (ie. average life expectancy of their patients) known to each other. Apparently in medicine, most outcomes form a 'bell-curve' distribution, so there are always some poor performers and some exceptionally good performers. Although comparison of outcomes increases competition, it drives improvement and change.
In the final afterword, Atul Gawande sets out his five suggestions on how to become a positive deviant (part of a lecture he gives medical students each year):
1. Ask an unscripted question. Medicine can feel at times like a machine with the doctor and patient small cogs in the process. Asking a patient (or indeed a colleague) a simple question, such as 'what do you do for a living?', 'did you watch the game last night?' makes a human connection.
2. Don't complain. Nothing is more dispiriting than hearing doctors complain. I agree with this point. Resist it it because it is boring, be prepared to have other things to discuss, such as something interesting which you saw, or even the weather if nothing else.
3. Count something. If you count something interesting, you will find something interesting.
4. Write something. Whether it is a few paragraphs in a blog, a paper for a journal or even a piece of creative writing. Make your reflections available to a wider audience, because an audience is a community and the published word is a declaration of membership of this community, as well as a willingness to contribute to it.
5. Change. The final suggestion for a successful life in medicine. Become an early adopter. Some of the best ideas and revolutionary concepts in medicine initially met large resistance. Be willing to recognise inadequacies of what you do and try to find solutions.
So always try to be better. Find something new to try, count how often it fails, or succeeds, and write about it. I think these sound like good words of advice. To anyone who finds these ideas interesting, I'd highly recommend this book.
Sunday, 24 April 2011
Monday, 18 April 2011
Inveraray Rural GP, Exams and Management of Hypertension
I don't think I could have been much luckier than being sent to Inveraray for my GP placement! I'm actually living in a B&B in a small village called Furnace about 7 or 8 miles south west of Inveraray. Here's a link to the website. www.maggiesbedandbreakfast.com
My tutor asked me to identify an area of general practice which I wanted to investigate / look into in a bit more detail. When I was looking out for ideas, I found this article in the BMJ this week titled 'Angiotensin converting enzyme inhibitors and angiotensin receptor blockers in hypertension'. The ABCD management of hypertension has changed since I was in first year in 2005 (beta blockers are no longer preferred as a routine first line initial treatment for adults with hypertension), meaning it's now more of the A-CD rule of treating hypertension. I thought that I would take a look at patients with hypertension under the age of 55 and the treatments which they were on. NICE guidelines recommend that white patients <55 years old are started on an ACE inhibitor. The target systolic blood pressure for these patients should be <140mmHg (<130mmHg for patients with higher cardiovascular risk). The guidelines (NICE Clinical Guideline 34) recommend that if the target blood pressure is not achieved, a second agent should be introduced. According the BMJ, 4-30% of long term users of ACE inhibitors have a dry cough and if this is intolerable, an ARB, such as losartan should be introduced. Treatment with an ACE inhibitor and an ARB together was shown to worsen decline in renal function and the two together are contraindicated. So the questions I want to try and answer as agreed with my tutor are:
1. Are there any patients on ACE inhibitors and ARBs?
2. Are patients <55 years old being started on ACE inhibitors?
3. If target BP is not reached, are patient's being offered a second drug?
On another note, I'm spending quite a lot of time at the moment getting my portfolio organised and preparing for my fifth year exams which are looming ever closer. I did however read this blog, and realise that exams are something I'm going to have to deal with beyond medical school! In this post on the BMA website, Ben Molyneux writes that sometimes it seems as if medical recruitment is a merry-go-round of problems and that an average trainee can expect to fail his MRCP exams 1.5 times before passing at an average cost of £2,399! Whats more, there doesn't seem to be agreement between different stages of postgraduate training as to when MRCP exams should ideally be sat. The College suggests that exams be taken during the foundation years, while the Foundation Programme advise that no exams should be taken during the foundation years. Fantastic.
My tutor asked me to identify an area of general practice which I wanted to investigate / look into in a bit more detail. When I was looking out for ideas, I found this article in the BMJ this week titled 'Angiotensin converting enzyme inhibitors and angiotensin receptor blockers in hypertension'. The ABCD management of hypertension has changed since I was in first year in 2005 (beta blockers are no longer preferred as a routine first line initial treatment for adults with hypertension), meaning it's now more of the A-CD rule of treating hypertension. I thought that I would take a look at patients with hypertension under the age of 55 and the treatments which they were on. NICE guidelines recommend that white patients <55 years old are started on an ACE inhibitor. The target systolic blood pressure for these patients should be <140mmHg (<130mmHg for patients with higher cardiovascular risk). The guidelines (NICE Clinical Guideline 34) recommend that if the target blood pressure is not achieved, a second agent should be introduced. According the BMJ, 4-30% of long term users of ACE inhibitors have a dry cough and if this is intolerable, an ARB, such as losartan should be introduced. Treatment with an ACE inhibitor and an ARB together was shown to worsen decline in renal function and the two together are contraindicated. So the questions I want to try and answer as agreed with my tutor are:
1. Are there any patients on ACE inhibitors and ARBs?
2. Are patients <55 years old being started on ACE inhibitors?
3. If target BP is not reached, are patient's being offered a second drug?
On another note, I'm spending quite a lot of time at the moment getting my portfolio organised and preparing for my fifth year exams which are looming ever closer. I did however read this blog, and realise that exams are something I'm going to have to deal with beyond medical school! In this post on the BMA website, Ben Molyneux writes that sometimes it seems as if medical recruitment is a merry-go-round of problems and that an average trainee can expect to fail his MRCP exams 1.5 times before passing at an average cost of £2,399! Whats more, there doesn't seem to be agreement between different stages of postgraduate training as to when MRCP exams should ideally be sat. The College suggests that exams be taken during the foundation years, while the Foundation Programme advise that no exams should be taken during the foundation years. Fantastic.
Tuesday, 12 April 2011
April Reading Week
I managed to pack a lot in to the reading week, including the trip to Amsterdam to the International Forum on Quality & Safety in Healthcare and finishing up with the Edinburgh Half Marathon this Sunday. I managed to beat my half-marathon time from the last one which I did a couple of years ago in Dundee so I was pleased with how it went. Perhaps next step up to the marathon? I'll be watching the London marathon this weekend!
The conference was a great experience. I was there with three other students (see left) and we met up with elective Rob! (Glasgow final year student) who happened to be there at the same time. It was good to see that the UK was the most represented country at the conference and this reflects the amount of work being carried out in the NHS. I was amazed that our poster on venous thrombo-embolism prevention was one of literally hundreds at the reception on the Wednesday evening and there was an entire section of posters dedicated just to VTE prevention. The conference was quite inspiring and I had a chat with some FY1s/FY2s who had done similar work. I had been concerned about the difficulty of undertaking improvement work during the foundation years due to the clinical workload I would be faced with but they provided some encouraging advice which has given me some more confidence that it is possible.
The most interesting talk was given by Professor Emily Friedman from Boston University on the topic of global health and the dramatic changes to healthcare provision which have taken place in Cambodia over the past 50 years since the devastating genocides which took place previously. I'm now in Inveraray to do my one month GP placement, to give me a taste of health-care provision in a rural community and looking forward to the next few weeks!
Friday, 1 April 2011
Reucing Harm, Improving Healthcare
<---- Photos from yesterday at the 'Reducing Harm, Improving Healthcare' conference at the Suttie Centre in Aberdeen.
The day involved a combination of lectures and small group workshops on different aspects of improving patient safety. It was good to see a whole range of people there, not just medical students. Our Tayside cohort did however dominate the poster presentation at lunch time with over half of the posters on show being from Dundee University! The first workshop I attended was on 'Speaking Up' and we were given a scenario which really happened where a final year medical student noticed an error when watching a patient having a major operation. We discussed the differences between 'mitigating speech' ie. the hint and hope method, as opposed to direct messages ie. Stop now. Also we talked about how as a trainee, a query can be raised as a question, ie. Can I just check that this is what you want to do. Or why are we not doing it this way. I think this is something I'll probably try and do alot as a foundation doctor with the exception of being emergency situations where I hope to think that if I see something being done wrong I would be able to say STOP or WAIT etc if I thought it was incorrect. We talked about critical language approaches, such as the 'probe, concern, alert' method and 'I'm concerned, I'm uncomfortable, I'm scared'.
The second workshop was on antimicrobial prescribing. We were given scenarios where antibiotics had been given and asked questions such as 'What are the risks to the patient', 'What are the information gaps' and 'What are the issues/risks for staff?'. I now know that Tazocin and Co-Amoxiclav contain penicillin and are contraindicated in patients with penicillin allergy. There are some antibiotics such as Ceftriaxone which can be given to penicillin allergic patients but only in an emergency situation. The '4Cs' of C.Diff i.e. the antibiotics which are most likely to cause C.Diff are Co-Amoxiclav, Ciprofloxacin, Ceftriaxone and Clindamycin. There is also some evidence that Tazocin also leads to increased rates of C.Diff although this is yet to be confirmed.
Take home message of the day, in the words of Tommy who is an FY1 at the moment in Ninewells is to make friends with your ward pharmacist when you start work because when it comes to prescribing they are the fountain of all knowledge.
Some useful websites for more information:
www.abdn.ac.uk/iprc - Industrial Psychology Research Centre
www.chfg.org - Clinical Human Factors Group
www.who.int/patientsafety - World Health Organisation
The day involved a combination of lectures and small group workshops on different aspects of improving patient safety. It was good to see a whole range of people there, not just medical students. Our Tayside cohort did however dominate the poster presentation at lunch time with over half of the posters on show being from Dundee University! The first workshop I attended was on 'Speaking Up' and we were given a scenario which really happened where a final year medical student noticed an error when watching a patient having a major operation. We discussed the differences between 'mitigating speech' ie. the hint and hope method, as opposed to direct messages ie. Stop now. Also we talked about how as a trainee, a query can be raised as a question, ie. Can I just check that this is what you want to do. Or why are we not doing it this way. I think this is something I'll probably try and do alot as a foundation doctor with the exception of being emergency situations where I hope to think that if I see something being done wrong I would be able to say STOP or WAIT etc if I thought it was incorrect. We talked about critical language approaches, such as the 'probe, concern, alert' method and 'I'm concerned, I'm uncomfortable, I'm scared'.
The second workshop was on antimicrobial prescribing. We were given scenarios where antibiotics had been given and asked questions such as 'What are the risks to the patient', 'What are the information gaps' and 'What are the issues/risks for staff?'. I now know that Tazocin and Co-Amoxiclav contain penicillin and are contraindicated in patients with penicillin allergy. There are some antibiotics such as Ceftriaxone which can be given to penicillin allergic patients but only in an emergency situation. The '4Cs' of C.Diff i.e. the antibiotics which are most likely to cause C.Diff are Co-Amoxiclav, Ciprofloxacin, Ceftriaxone and Clindamycin. There is also some evidence that Tazocin also leads to increased rates of C.Diff although this is yet to be confirmed.
Take home message of the day, in the words of Tommy who is an FY1 at the moment in Ninewells is to make friends with your ward pharmacist when you start work because when it comes to prescribing they are the fountain of all knowledge.
Some useful websites for more information:
www.abdn.ac.uk/iprc - Industrial Psychology Research Centre
www.chfg.org - Clinical Human Factors Group
www.who.int/patientsafety - World Health Organisation
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