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Pain Clinic - Coggle Diagram

- - - - Watling, Christopher J., and Kori A. LaDonna. ‘Where Philosophy Meets Culture: Exploring How Coaches Conceptualise Their Roles’. Medical Education 53, no. 5 (2019): 467–76. https://doi.org/10.1111/medu.13799.
  - - - Rubrics, exemplars, self-assessment, peer assessment, feedback
        
        Tai, Joanna, Rola Ajjawi, David Boud, Phillip Dawson, and Ernesto Panadero. ‘Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work’. Higher Education 76, no. 3 (2018): 467–481.
  - - - Zwisch model
        
        Demonstrate
        
        Active help
        
        Passive help
        
        Supervision only
        
        George, Brian C., Ezra N. Teitelbaum, Shari L. Meyerson, Mary C. Schuller, Debra A. DaRosa, Emil R. Petrusa, Lucia C. Petito, and Jonathan P. Fryer. ‘Reliability, Validity, and Feasibility of the Zwisch Scale for the Assessment of Intraoperative Performance’. Journal of Surgical Education 71, no. 6 (2014): e90–e96.
    - - Australian and New Zealand College of Anaesthetists. ‘ANZCA Handbook for Training v2.2’. Australian and New Zealand College of Anaesthetists, November 2020. https://www.anzca.edu.au/resources/all-handbooks-and-curriculums/anzca-training-handbook.
      - Level 1 Supervisor rostered to supervise one trainee and is available solely to that trainee.
        Level 2 Supervisor rostered to supervise two trainees who are undertaking clinical activities in close proximity to one another. The supervisor must be on site, fully conversant with the nature of the patients in both locations and able to provide one-to-one supervision of each trainee as appropriate.
        Level 3 The supervisor is available in the institution but is not exclusively available for a specific trainee.
        Level 4 The supervisor is not in the institution but is on call within reasonable travelling time and is exclusively rostered for the period in question. Consultation must be available at all times.
        
        All trainees must be supervised at level 1 in any area in which they are unfamiliar.
        
        Trainees in introductory training must be supervised at level 1 until they have successfully completed the initial assessment of (pain medicine) competence
        
        Supervision at level 1 or 2 is appropriate at any stage of training. It provides the best opportunity for one-to-one teaching, feedback and learning new techniques.
      - All clinical work undertaken as part of (pain medicine) vocational training must be supervised at a level appropriate to the trainee’s clinical experience, the patient’s condition and the clinical situation.
- - - - The "chronic pain dance"
- - - - Already had one trainee removed from clinic
      - Trainees struggling with letters frequent occurence
- - - - Great listening and communication skills
        
        Silverman, Jonathan, and Michela Rimondini. ‘Learner-Centered Interactive Methods for Improving Communication Skills’. In Communication in Cognitive Behavioral Therapy, edited by Michela Rimondini, 203–31. New York, NY: Springer, 2011. https://doi.org/10.1007/978-1-4419-6807-4_9.
        
        A good "dancer"
      - Understand the importance of the psychosocial paradigm and history
      - Evidence based practice re:pharmacology (i.e. pharmacology generally doesn't work long term)
        
        Good opioid steward
        
        Strong boundaries
        
        Faculty of Pain Medicine, ANZCA. ‘PS01(PM) Statement Regarding the Use of Opioid Analgesics in Patients with Chronic Non-Cancer Pain’, 2020. https://www.anzca.edu.au/getattachment/7d7d2619-6736-4d8e-876e-6f9b2b45c435/PS01(PM)-Statement-regarding-the-use-of-opioid-analgesics-in-patients-with-chronic-non-cancer-pain#page=.
        
        The Royal Australian College of General Practitioners. Prescribing Drugs of Dependence in General Practice Part C1 - Opioids. East Melbourne, 2017. https://www.racgp.org.au/clinical-resources/clinical-guidelines/key-racgp-guidelines/view-all-racgp-guidelines/drugs-of-dependence/part-c1.
        
        Not reliant on medication trials (generally ineffective)
        
        Finnerup, Nanna B, Nadine Attal, Simon Haroutounian, Ewan McNicol, Ralf Baron, Robert H Dworkin, Ian Gilron, et al. ‘Pharmacotherapy for Neuropathic Pain in Adults: A Systematic Review and Meta-Analysis’. The Lancet Neurology 14, no. 2 (February 2015): 162–73. https://doi.org/10.1016/S1474-4422(14)70251-0.
      - Formulate
        
        Write great letters to GPs
        
        Huang, Andrew Y., Ferghal Armstrong, and Peter Mellow. ‘Improving Doctors’ Letters – towards Better Patient Care’. MJA InSight+, 26 October 2020. https://insightplus.mja.com.au/2020/42/improving-doctors-letters-towards-better-patient-care/.
        
        Present in a succinct manner at case conference
        
        Hannawa, Annegret F. ‘“SACCIA Safe Communication”: Five Core Competencies for Safe and High-Quality Care’. Journal of Patient Safety and Risk Management 23, no. 3 (1 June 2018): 99–107. https://doi.org/10.1177/2516043518774445.
- - - - Increased tempo of operations
      - We had been reliant on FTAs to "catch up"
  - - - Relationship built through non-clinical time