• Training
  • 21/03/2019

Key Scoring Point in History Taking and Examination for Postgraduate Orthopaedic Exams

Description

This VTT document captures a detailed transcript of a professional webinar hosted by the FRCS (Fellowship of the Royal College of Surgeons) mentor group. The session is focused on the best practices of history taking for surgical exams, emphasizing its importance as a vital skill often overlooked by candidates.



The session is introduced by a moderator, who welcomes the attendees and introduces the main speaker, David Hughes, a senior mentor and surgeon from Warwick. Hughes discusses the critical points of effective history taking, revealing that many candidates fall into bad habits, leading to scoring potential loss during exams. He stresses that a well-structured approach to history taking can significantly enhance the candidates' performance in clinical assessments, which include both history taking and patient examinations.



Throughout the session, Hughes offers practical tips for structuring history taking, including focusing on key questions about a patient's primary complaints, understanding social implications of their conditions, and effective communication strategies with patients. He highlights the significance of summarizing findings back to patients and engaging them in the conversation, which not only built rapport but can uncover additional relevant information.



The webinar also includes reminders for candidates to manage their time efficiently during exams, ensuring sufficient time for discussions, which are pivotal for scoring well. The flow of the discussion underscores the importance of practice and seeking real-life consultation experiences to enhance learning.



At the end of the session, the moderator thanks David Hughes and mentions the availability of a clinical course for hands-on learning opportunities, inviting interested participants to register. The session concludes with an assurance of a forthcoming Viva session for candidates interested in showcasing their skills.

DOI: 10.1302/3114-221237

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