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Journal articles on the topic 'Medical History Taking'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Fromage, Gemma. "Medical records and history taking." Journal of Aesthetic Nursing 7, no. 10 (December 2, 2018): 538–40. http://dx.doi.org/10.12968/joan.2018.7.10.538.

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2

Phelan, Michael, and Grant Blair. "Medical history-taking in psychiatry." Advances in Psychiatric Treatment 14, no. 3 (May 2008): 229–34. http://dx.doi.org/10.1192/apt.bp.105.001099.

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A good medical history is an essential starting point in ensuring that the physical health needs of people with severe mental illness are addressed. Psychiatrists have an important role in helping to tackle the general ill health, excess of undiagnosed physical illness and reduced survival rates among their patients. To do this they need to use their medical training, communication skills and regular contact with patients. Assessments should include family history, past and current physical health, medication, lifestyle, healthcare and physical symptoms. Some groups of patients will need more detailed assessments.
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3

Radia, Shenal. "Mental health - a medical history-taking taboo?" British Dental Journal 232, no. 1 (January 14, 2022): 35. http://dx.doi.org/10.1038/s41415-022-3833-6.

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4

Westerhof, Henk P., Peter C. G. M. Sollet, and Jan H. van Bemmel. "Computerized history taking for training medical students." Computers and Biomedical Research 19, no. 6 (December 1986): 596–605. http://dx.doi.org/10.1016/0010-4809(86)90033-9.

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5

Matsushita, Aya, Junji Haruta, Madoka Tsutumi, Takuya Sato, and Tetsuhiro Maeno. "Validity of medical history taken by pharmacists using a medical history taking tool." Journal of General and Family Medicine 18, no. 6 (June 30, 2017): 403–8. http://dx.doi.org/10.1002/jgf2.113.

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6

R., Roshni Menon, and Brinda G. David. "Sexual History Taking’– Difficulties Faced by Undergraduate Medical Students and their Preferred Teaching Learning Methods." Indian Journal of Medical and Health Sciences 4, no. 2 (December 15, 2017): 71–77. http://dx.doi.org/10.21088/ijmhs.2347.9981.4217.4.

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Background: Sexual history taking (SHT) for instance is described as an important clinical skill that formal medical school curricula have historically neglected. However, such skill deficit might not be overcome even after graduation. The deficiency in learning SHT skills might eventually affect students’ career choices. Aim: To assess the difficulties faced by undergraduate medical students while eliciting sexual history and to identify the pitfalls and the students preferences in the teaching learning methods for taking sexual history perceived by the students. Methodology: A cross-sectional study was conducted in our medical college hospital between Jan 2016 and June 2016 involving the students of final year medical students and CRRI’S. Total numbers of participants were 220 students. Questions related to their comfort and confident level in eliciting sexual history along with general history, prerequisites in obtaining sexual history and the ideal age and gender according to the students perception was all obtained in the questionnaire. Questions for assessing the barriers in eliciting sexual history among the medical student’s and the current teaching methods which were followed for obtaining the sexual history was obtained. Likerts scale was used for assessing the student’s attitude towards asking the sexual history. Finally suggestions were also asked in improving the teaching methods for obtaining the sexual history. Results: The CRRI’s were found to be more confident in eliciting sexual history than the final year MBBS students, as they had one more additional year of exposure and females in both the groups were found to be slightly more confident than the males in eliciting the sexual history. Most of the students in both the groups felt that cultural and religious differences are the major barriers in eliciting the sexual history and they were also able to recognise their own limitations. Majority of the students agree to the point that they had not been adequately trained in eliciting sexual history. Students felt that they have to be taught by means of role play, video clips and simulated patients which would practically guide them in eliciting sexual history to the patient in a much more skilful and confident manner. Conclusions: Lack of confidence in approaching the subject of sexual health, inadequate preparation were some of the barriers identified. The delivery of sexual health education program should incorporate confidence building and to make students feel comfortable to take a sexual history from patients.
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Greenwood, Mark. "Essentials of medical history-taking in dental patients." Dental Update 42, no. 4 (May 2, 2015): 308–15. http://dx.doi.org/10.12968/denu.2015.42.4.308.

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8

Hussain, Martin. "Essentials of medical history-taking in dental patients." Dental Update 42, no. 7 (September 2, 2015): 687. http://dx.doi.org/10.12968/denu.2015.42.7.687.

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9

McCullough, Laurence B. "Taking the History of Medical Ethics Seriously in Teaching Medical Professionalism." American Journal of Bioethics 4, no. 2 (June 2004): 13–14. http://dx.doi.org/10.1162/152651604323097628.

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10

Çimrin, Sevinc, Kundak, Ellidokuz, and Itil. "Attitudes of medical faculty physicians about taking occupational history." Medical Education 33, no. 6 (June 1999): 466–67. http://dx.doi.org/10.1046/j.1365-2923.1999.00366.x.

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11

Colizza, K. G., and L. Lambert. "Alcohol Consumption History Taking on the Medical Teaching Unit." Canadian Journal of Addiction 7, no. 2 (June 2016): 36–37. http://dx.doi.org/10.1097/02024458-201606000-00006.

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12

Seitz, Tamara, Barbara Raschauer, Angelika S. Längle, and Henriette Löffler-Stastka. "Competency in medical history taking—the training physicians’ view." Wiener klinische Wochenschrift 131, no. 1-2 (December 19, 2018): 17–22. http://dx.doi.org/10.1007/s00508-018-1431-z.

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13

Butt, Mohsin Faysal, Rakin Rownak Choudhury, Hussain M Al-Jabir, and Essam El Mahdi. "History-taking in general practice: guidance for medical students." Education for Primary Care 31, no. 2 (February 18, 2020): 122–24. http://dx.doi.org/10.1080/14739879.2020.1727778.

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14

Lee, Moo Sang. "Taking into Account the History of Korean Graduate Medical Education." Korean Medical Education Review 15, no. 2 (June 30, 2013): 61–68. http://dx.doi.org/10.17496/kmer.2013.15.2.061.

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During the Japanese colonial period in the Korean Peninsula, Chosun (ethnic Korean) physicians were trained in vocational clinical schools, but Japanese physicians in medical school. Therefore, the Japanese government treated the Japanese physicians as medical doctors but Chosun physicians as dealers or traders in clinical services. This colonial discriminatory policy became a habitual concept to Korean physicians. Because of these traditional concepts regarding physicians, after the colonial period, the newly established Korean government also had the same concept of physicians. Therefore, in 1952, the Korean graduate medical education system was launched under a government clearance system with the claim of supporting medical specialties as clinical dealers or clinical businesspeople. During the last 60 years, this inappropriate customary concept and the unsuitable system have evolved into medical residency training education, and then into graduate medical education. Today graduate medical education has become inextricably linked to postdoctoral work in Korean hospitals.
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15

Houziaux, Mutien-Omer, and Pierre J. Lefebvre. "Historical and methodological aspects of computer-assisted medical history-taking." Medical Informatics 11, no. 2 (January 1986): 129–43. http://dx.doi.org/10.3109/14639238609001366.

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16

Emile, Sameh Hany. "A simplified approach of taking medical history: The 3cs principle." Journal of Research in Medical Education & Ethics 10, no. 2 (2020): 98. http://dx.doi.org/10.5958/2231-6728.2020.00009.8.

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17

Wagner, Ellen, Gary McCord, Luanne Stockton, Valerie J. Gilchrist, Dinah Fedyna, Lisa Schroeder, and Sandeep Sheth. "A sexual history-taking curriculum for second year medical students." Medical Teacher 28, no. 2 (January 2006): 184–86. http://dx.doi.org/10.1080/01421590500271274.

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18

Aubert, Jean-pierre, Cécile Jentner, Isabelle Aubin, Pascale Santana, Caroline Huas, Hervé Picard, Michel Nougairede, Alain Eddi, and Nadine Coste. "P0132 FAMILYQUEST: STRATEGIES FOR FAMILY HISTORY-TAKING IN MEDICAL PRACTICE." European Journal of Internal Medicine 20 (May 2009): S49. http://dx.doi.org/10.1016/s0953-6205(09)60152-7.

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19

Proude, E. M., K. M. Conigrave, A. Britton, and P. S. Haber. "Improving alcohol and tobacco history taking by junior medical officers." Alcohol and Alcoholism 43, no. 3 (March 7, 2008): 320–25. http://dx.doi.org/10.1093/alcalc/agm182.

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20

Kaul, Sidharth, Neal Bharat Kedia, Aayush Ranjan Deb, Akshara Gandikota, Anjali Koul, and Sonali Kumari. "IMPORTANCE OF HISTORY TAKING IN DENTISTRY." DENTAL JOURNAL OF INDIRA GANDHI INSTITUTE OF MEDICAL SCIENCES 2 (February 20, 2023): 56–59. http://dx.doi.org/10.25259/djigims_20230201_56.

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Medical or dental professionals deal with humans who can communicate and discuss their problems; even people with special needs learn to communicate with sign languages. But alas in the fast paced life many of the professionals want to finish treating the person in their own ways, as they deem fit; rather than listening to what the patient is going through and what his/her expectations from the treatment are. Discussions take a back-seat; even though treatment following diagnosis and based on presenting complains should be the driving force. Communication with the adult patient or with the paedriatic patient and their guardians sets the environment where important information regarding the patients behaviour, their concerns and apprehensions can be ascertained culminating in wholesome treatment outcomes. Not only does this instil confidence in the patients and guardians but also makes treatment goals easily achievable for the professional.
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21

Meng, Xianjun, Mingya Zhang, Wei Ma, Xin Cheng, and Xuesong Yang. "A clinical medicine level test at Jinan University School of Medicine reveals the importance of training medical students in clinical history-taking." PeerJ 11 (March 27, 2023): e15052. http://dx.doi.org/10.7717/peerj.15052.

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Backgrounds Training in the basic interview skills of clinical history-taking has always been a significant component of medical education. Purpose This study was designed to identify the factors influence medical students’ history-taking skills learning and develop a way to improve these skills. Methods We firstly analysed the academic performance of medical students at Jinan University School of Medicine in different disciplines of the Clinical Medicine Level Test (CMLT), to ensure the students have obtained comprehensive medical education prior to beginning their clinical internships. Next, we conducted a survey among the CMLT participants to seek the underlying causes and corresponding measures to improve history-taking in the future. Before these medical students entered their fifth-year clinical practice, we finally provide them with pre-internship training, including the history-taking workshops with standard patients (SP). Results The analysis of the clinical skill sections of the CMLT revealed that the students performed significantly better on clinical operations from multiple disciplines than on medical history-taking. Principal component analysis of the survey questionnaire indicated that the capability of history-taking, course assessments, and awareness of the value of medical history-taking emerged as the key factors forming a cohesive clue for sustaining history-taking implementation. The intervention workshops of employing SP had a positive impact, as evidenced by the students’ feedback and suggestions for improving their ability of history-taking. Conclusions This study suggests that strengthening of medical history-taking training is indispensable for training qualified medical students. Workshops with SP is a successful teaching strategy for practicing history-taking, allowing students to spot minute errors and training communication skills.
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22

Kipps, Sarah. "Sexual history taking in primary care." Practice Nursing 32, no. 8 (August 2, 2021): 308–11. http://dx.doi.org/10.12968/pnur.2021.32.8.308.

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Sexual history can be neglected in a routine nursing or medical assessment. Sarah Kipps gives tips to assist in making a sexual history taking session as comfortable as possible for both health professional and patient Practitioners in primary care are in a unique position to improve the sexual health of men and women. They can do this by introducing the topic of sexual health into their everyday consultations and thereby normalising the subject as part of routine health for the patient. There is evidence that health professionals find sexual history taking to be one of the more challenging aspects of a consultation. There are a number of different reasons for this: feeling not equipped to ask questions of such a sensitive nature; fear of opening a ‘can of worms’ which cannot be dealt with; and the general social embarrassment and difficulties experienced talking about sex in general. This article will give health professionals some tips and guides to assist in making a sexual history taking session as comfortable as possible for both health professional and patient.
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23

Ananchaisarp, Thareerat, Jirayu Likitkamchorn, Jirapat Jitsaard, Natthanit Srisuriya, Natvara Panichkittikul, Porramat Chuthong, Pongsakorn Khanphakdee, et al. "Self-evaluation of Sexual History Taking Skills Among Medical Students in Southern Thailand." Siriraj Medical Journal 75, no. 11 (November 1, 2023): 784–93. http://dx.doi.org/10.33192/smj.v75i11.264811.

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Objective: Sexual health is an important issue in a holistic approach in general clinical practice. Inappropriate sexual history taking could lead to improper clinical management. This study aimed to examine perceptions of practice, attitudes toward sexual history taking and their associated factors among final year medical students in southern Thailand. Materials and Methods: This cross-sectional survey was conducted between September and October 2022, using a self-reported questionnaire via Google forms. The self-reported questionnaire consisted of questions related to the practice and attitude toward sexual history taking (α = 0.90 and 0.71, respectively), as well as perceptions of the undergraduate medical training on taking a sexual history (α = 0.91). Descriptive data analysis and multiple logistic regression was conducted by using Program R. Results: Of 91 participants, most were male and Buddhist (54.9% and 87.9%). In general, most medical students rated their proficiency in sexual history taking skills as fair-to-good across all aspects. The majority showed a positive attitude toward sexual history taking (68.1%) and reported that contraception was the main reason that they usually have such discussions with female patients (36.3%), while the prevention of sexual transmitted diseases (STDs) was the most common issue during annual examinations, and when with patients with suspected STDs (27.5% and 49.5%). Male medical students and those who perceived good-to-very good knowledge and well-to very well-trained skills of sexual history taking were significantly associated with more regular sexual history taking. [adjusted OR (95%CI) = 4.51(1.19-17.11) and 5.3 (1.51-18.65), respectively] Moreover, students with a good attitude toward sexual history taking were significantly associated with a perceived good-to-very-good training in both history taking and communication skills. Conclusion: Most medical students exhibited a positive attitude toward sexual history taking, and they stated that birth control and STDs symptoms were typically the primary subjects they discussed with patients in general. There was a significant association between being male, a perception of good knowledge and well-trained skills, and a more consistent practice of sexual history taking. Additionally, medical students who displayed a good attitude towards taking sexual history significantly showed a perception that they had received sufficient training in both the areas of history taking and communication skills.
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Frey Renggli, Johanna, Ceylan Eken, Victoria Siegrist, Ricardo Nieves Ortega, Christian Nickel, Christiane Rosin, Ralph Hertwig, and Ronald Bingisser. "Usability of a Web-based Software Tool for History Taking in the Emergency Department." Acute Medicine Journal 19, no. 3 (July 1, 2020): 131–37. http://dx.doi.org/10.52964/amja.0816.

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Medical history taking is an important step within the diagnostic process. This study aims to assess the quality and usability (effectiveness, satisfaction, efficiency) of a web-based medical history taking app in the emergency department. During three weeks, patients and junior physicians filled out study questionnaires about the app. Senior physicians rated the quality of medical histories taken by junior physicians and app. In 241 patients, the studied app showed excellent usability with patients not in need of immediate medical attention. Senior physicians rated medical histories as more complete when app was used by patients in comparison to conventional history taking alone (p<0.01). Current app could not substitute medical history taking by physicians, but could definitely rather be used to gather ancillary information.
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25

Boehlecke, Brian, Ami D. Sperber, Vicki Kowlowitz, Megan Becker, Alfonso Contreras, and William C. McGaghie. "Smoking history-taking skills: a simple guide to teach medical students." Medical Education 30, no. 4 (July 1996): 283–89. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00830.x.

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26

BOLDEN, G. B. "Toward Understanding Practices of Medical Interpreting: Interpreters' Involvement in History Taking." Discourse Studies 2, no. 4 (November 1, 2000): 387–419. http://dx.doi.org/10.1177/1461445600002004001.

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27

Omran, Qabass, Elhaam Avini, Zara Ahmed, and Fatemazahra Mohamed. "Response to: history-taking in general practice: guidance for medical students." Education for Primary Care 31, no. 6 (May 18, 2020): 386. http://dx.doi.org/10.1080/14739879.2020.1767514.

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28

Crump, C. "Medical history taking in adults should include questions about preterm birth." BMJ 349, aug01 2 (August 1, 2014): g4860. http://dx.doi.org/10.1136/bmj.g4860.

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29

Rahman, Aminur, and Saria Tasnim. "Twelve Tips for Better Communication with Patients During History-Taking." Scientific World JOURNAL 7 (2007): 519–24. http://dx.doi.org/10.1100/tsw.2007.73.

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Eliciting proper history from a patient is of paramount importance to establish an accurate diagnosis and management in medical practice. Good communication skill is a prerequisite for an effective physician patient relationship. A systematic search of medical literature has been made to formulate a guideline for better communication during history taking. The guideline emphasizes on both physical environment and emotional encounter and the key points are expressed as tips on relevant issues.
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Chong, Jun Ai, Fara Azwin Adam, Yee Ang, Laila Azwa Hassan, Hetal Ashvin Kumar Mavani, and Rama Krsna Rajandram. "Evaluation of Dental Students’ Medical History Records on Hypertension and Diabetes Mellitus at The National University of Malaysia." JULY 2023 19, no. 4 (July 7, 2023): 201–6. http://dx.doi.org/10.47836/mjmhs.19.4.30.

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Introduction: A thorough medical history ensures safe dental practice. A good medical history guides clinicians in risk stratification to avoid medical emergencies and improve preparedness to prevent patient morbidity and mortality. This clinical audit aims to analyse the medical history taken by the dental students in patients with hypertension and/or diabetes mellitus (DM) and subsequently, recommend improvements in history-taking components in the dental practice. Methods: Hundred and two patients’ folders from the Faculty of Dentistry were examined by two independent auditors using a validated history-taking evaluation form. Six components of the medical history were classified as good or bad practices. Sociodemographic factors and distribution of the American Society of Anesthesiologists (ASA status) were described. The level of completeness of medical history records with years of study was assessed using the Chi-square test. Results: None of the students met 100% of the components required in medical history taking. Year three undergraduates performed poorly in the completeness of diagnosis and control of the medical condition whereby none of them had a good level of practice. The completeness of records did not differ between years of study except for diagnosis (p=0.026), control (p<0.001) and updating medical history (p=0.009) whereby the postgraduates had the best practice. Conclusion: This study highlighted marked deficiencies in taking a thorough medical history. Adaptation of the European Medical Risk Related History (EMRRH) form is recommended to be implemented in dental schools.
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31

Huang, Simin, Peng Xu, Lie Feng, Chunting Lu, and Jing Yang. "An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students." International Journal of Higher Education 7, no. 2 (March 27, 2018): 144. http://dx.doi.org/10.5430/ijhe.v7n2p144.

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History taking is an extremely important skill for medical students to master. In China, medical students usually have opportunities to practise this skill on real patients after they have learned diagnostics and basic relevant theoretical knowledge. Today, however, several factors, such as increased enrolment of medical students and the need to ensure patient safety in avoiding stressful doctor-patient relationships may increase both the difficulty and the importance for medical students to develop this skill. In view of these situations, the aim of this study was to introduce one specific teaching method, i.e., role-play activity, in order to help medical students cultivate and practise history-taking and related skills. 52 third-year medical students were divided into two groups. Students in observation group received role-play activity training before interviewing with real patients. Students in control group were taught by traditional methods without the new method intervention. The teaching effects of role-play activities were evaluated via medical records, tests of history taking and theoretical exams, and questionnaire for the observation group. The scores of seven medical case records for each student in the observation group were analysed and were found to be higher than those in the control group. These results showed no significant differences between the two groups in the first and second interview records with real patients in the hospital, but statistically significant differences were found from the third time. The scores on history-taking tests with a standardized patient (SP) were higher in the observation group than in the control group. No significant difference was found between the two groups in their theory exam scores. Results indicated that role-play activity is an effective method for medical students to improve their history-taking skills.
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32

Wood, Pamela Runge. "Validity of the Medical Record for Evaluation of Telephone Management." Pediatrics 84, no. 6 (December 1, 1989): 1027–30. http://dx.doi.org/10.1542/peds.84.6.1027.

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The purpose of this study was to determine whether the medical record provides accurate documentation of the telephone encounter. The study was a "blinded" comparison of audiotaped telephone encounters and corresponding medical records; it was carried out in the continuity clinic of a primary care pediatric resident-training program. During their first month of rotation through the outpatient department, 17 PL-I residents received one or two calls made by a "simulated mother" using standardized scripts. Transcripts of these calls and the corresponding written medical records were rated by an examiner unaware of the resident's identity. A standardized instrument was used to measure three aspects of performance: General History Taking, Specific History Taking, and General Management. A percentage of agreement was calculated for each scale, and rating scores of audiotapes and written records were compared. Twenty-seven pairs of audiotape and written documentation were analyzed. The mean percentage of agreement between audiotapes and written records was high: 78% for General History Taking, 78% for General Management, 77% for Specific History Taking. Rating scores of the audiotape and the medical record were significantly correlated for two of the scales: General Management (r = .55, P&lt; .01) and Specific History Taking (r = .50, P &lt; .01). Most aspects of the telephone encounter were well documented in the medical record. However, several descrepancies were noted when audiotapes and medical records were compared for the presence of specific items. With the exception of the Specific History Taking scale, there was no correlation between the length of the written record and the percentage of agreement. These data show that the medical record provides useful information about adequacy of telephone management.
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33

Bhende, P. "Teaching History Taking to Undergraduates- Can we change the Way?" South-East Asian Journal of Medical Education 17, no. 2 (December 31, 2023): 42–45. http://dx.doi.org/10.4038/seajme.v17i2.579.

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34

Sanjeeva Rao, N. S., and K. Indu. "Importance of case history in disease diagnosis as perceived by medicos." Southeast Asian Journal of Health Professional 7, no. 2 (June 15, 2024): 37–42. http://dx.doi.org/10.18231/j.sajhp.2024.009.

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History taking is an important tool available to the medical student to make a reasonable working diagnosis. The process of clinical reasoning helps give a comprehensive view of the patient’s needs and aids in patient centered care. Though 43.9% of the medicos strongly agreed that diagnosis is an important function of a doctor, only 18.3 % of the men and 10.6 % of the women were convinced that a good diagnosis was possible with case taking alone. Overall, only 7.3 % felt confident in taking a good history. The current study shows that history taking and physical examination is taking a lesser role in diagnosis. Communication with the patient is also seen as not necessary. This descriptive study involves 164 medicos (110 final years and 54 interns) who were administered a predetermined questionnaire. Findings were subjected to tests of significance like Chi square at 5% Level of significance.To identify the importance given to history taking in disease diagnosis among medicos. Undergraduate medical education must ensure training in communication, proper history taking and good examination skills. Small-group skills workshops using role-plays followed by effective feedback are ways to certifiable training in medical colleges.
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Alnahdi, MuhannadA, Abdullah Alhaider, Fahad Bahanan, Ahmed Aldubaikhi, Abdulrahman Aljehani, Aamir Omair, and Meshal Alaqeel. "The impact of the English medical curriculum on medical history taking from Arabic speaking patients by medical students." Journal of Family Medicine and Primary Care 10, no. 3 (2021): 1425. http://dx.doi.org/10.4103/jfmpc.jfmpc_1946_20.

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36

Davies, J. "P135 Factors that influence learning of sexual history taking for medical students." Sexually Transmitted Infections 88, Suppl 1 (May 23, 2012): A55.1—A55. http://dx.doi.org/10.1136/sextrans-2012-050601c.135.

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37

Utting, M., C. Rayner, F. Campbell, C. Whitehouse, and T. Dornan. "Evaluation of a novel process-orientated approach to teaching medical history-taking." Patient Education and Counseling 34 (May 1998): S64—S65. http://dx.doi.org/10.1016/s0738-3991(98)90154-9.

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38

Fekete, Judit. "The role of constructive feedback in taking medical history through simulation practices." Patient Education and Counseling 109 (April 2023): 53. http://dx.doi.org/10.1016/j.pec.2022.10.128.

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39

O. Adeko, Oluseun, Adekunle J. Ariba, and Akindele E. Ladele. "Attitudes and perceptions of final year medical students on sexual history taking from patients in Ogun state, Southwestern Nigeria." Ghana Medical Journal 55, no. 2 (June 1, 2021): 135–40. http://dx.doi.org/10.4314/gmj.v55i2.6.

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Background: An important aspect of sexual health is the ability to take a sexual history. Previous studies have shown that most medical students believed that sexual history taking is an important skill for future practice. Still, a majority reported inadequate, inconsistent or no training in this area.Objectives: To assess the attitudes of final year medical students on sexual history taking and perceptions of the training they received in medical schoolDesign: A cross-sectional study using an online surveyParticipants: Consented and conveniently sampled 100 final year medical students.Results: The overall response rate was 74.6%, and the mean age of the respondents was 24.1±2.9 years. The majority (97%) of the students believed it is important for doctors to know how to take a sexual history. Still, only 31% admitted to finding it easy, with 57% of the students admitted to being comfortable taking a sexual history from adult patients. While 70% had exposure on simulated patients, just 54% have observed doctors taking sexual history during clinical rotations, mostly in Obstetrics and Gynaecology (97%) and Urology (60%) postings.Conclusions: Many final year medical students are interested in and appreciated the importance of sexual history taking, but they are not well grounded in many aspects of the topic. Despite the importance of sexual health, many students did not have enough exposure and training on the topic while still in medical schools. There is thus a need for a review of the curriculum of undergraduate medical education in Nigeria.
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40

Kong, Juanita S. M., Boon See Teo, Yueh Jia Lee, Anu Bharath Pabba, Edmund J. D. Lee, and Judy C. G. Sng. "Virtual Integrated Patient: An AI supplementary tool for second-year medical students." Asia Pacific Scholar 6, no. 3 (July 13, 2021): 87–90. http://dx.doi.org/10.29060/taps.2021-6-3/sc2394.

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Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.
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41

S, Testa, Faranghi S, Mazzitelli S, Beretta GB, Di Pietro G, Renisi G, and Petaccia Antonella. "Fever of Unknown Origin in Children: The Challenge of History Taking." Archives of Case Reports 7, no. 3 (November 24, 2023): 062–65. http://dx.doi.org/10.29328/journal.acr.1001081.

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A fever of unknown origin (FUO) in children is usually described as a fever of at least 8 days duration with no apparent diagnosis after initial investigations, including taking medical history and preliminary laboratory assessment. Infectious diseases are the most common cause of FUO, followed by rheumatologic and neoplastic conditions. In this report, we present a case of a 15-year-old Caucasian boy with a silent past medical history, who presented at our Pediatric ER department with a three-day history of fever, fatigue, and abdominal pain with diarrhoea. Initial laboratory testing and microbiological work-up were non-significant. At hospital admission, a broad infectious diagnostic work-up was pursued, including serologies and polymerase-chain-reaction (PCR) for CMV, EBV, HAV, Parvovirus, Toxoplasma gondii and Adenovirus, all negative. Given mild splenomegaly and linfadenopathy, systemic Juvenile Idiopathic Arthritis (s-JIA) was suspected, as well as Multi-inflammatory Syndrome in Children (MIS-C), but the patient did not meet their main diagnostic criteria. Malignancy was ruled out by a negative bone marrow fine-needle aspiration cytology and whole-body PET-CT scan. On hospital day 8, Brucella was identified on a new set of blood cultures and a combined antibiotic therapy was started with IV Gentamicin plus per os Doxycycline. The patient’s general conditions rapidly improved, and both fever and diarrhoea resolved. A reassessment of the patient’s medical history before discharge revealed exposure to unpasteurized soft cheese in the weeks prior to the onset of symptoms. This case underlines the importance of taking a complete medical history, as well as a full diagnostic work-up to unveil unusual infectious etiologies behind FUO. After the preliminary negative microbiological tests, a connective tissue disease was ruled out (i.e. lack of cutaneous or articular involvement), as well as malignancy, which led to a closer evaluation for infection and the diagnosis of Brucellosis.
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Khusairi, Zainul Ikhwan Ahmad, Kartik K, Ahmad Bilal AN, and Chung WM. "The Importance of Clinical History Taking when Assessing Patient Suspected Positive COVID-19." International Journal of Human and Health Sciences (IJHHS) 5 (March 5, 2021): 13. http://dx.doi.org/10.31344/ijhhs.v5i0.304.

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Introduction: COVID-19 pandemic is an on-going devastating global event. It starts from December 2019 and is yet to resolve. To date, there are more than 25 million people diagnosed and 850 thousand deaths with COVID-19 (CDC, 2020). Healthcare services throughout the world are facing immense challenges. History taking has been inevitably the most emphasized tool in approaching all patients. However, the usefulness of medical history strongly depends on the patient’s story offered. Incorrect or hidden history may not only bring wrong diagnosis but endanger health care personnel.Objectives: This case series is aimed to describe the importance of clinical history-taking in assessing patients associated with COVID-19 symptoms or history.Methods: Assessment through interview method in taking patient history was used. The focus of history taking was related to health and COVID-19 history. The data collected is a type of secondary data from medical reports of patients who come to receive medical services at the Emergency and Trauma Department, General Public Hospital Taiping, Perak. A total of three cases are taken using the purposive sampling technique. Data is analysed and presented in the form of qualitative data.Results: This study found that the clinical history taking through interview method has successfully identified three patients with positive COVID-19 through assessment conducted.Conclusion: Therefore, the study proved that effective history taking implemented by paramedics was able to identify patients with positive COVID-19 and to plan an appropriate management and help them get discharged without complications. All physicians and other health care practitioners in the Emergency Department or in the clinical ward are also advised to be more competent by increasing their level of knowledge and skills related to assessing patients through effective clinical history taking.International Journal of Human and Health Sciences Supplementary Issue: 2021 Page: S13
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Oyedokun, Ayo, Davies Adeloye, and Olanrewaju Balogun. "Clinical history-taking and physical examination in medical practice in Africa: still relevant?" Croatian Medical Journal 57, no. 6 (December 2016): 605–7. http://dx.doi.org/10.3325/cmj.2016.57.605.

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A, Dr Sangeeta, Dr Arun Kumar T, Dr Someshwaran R, and Rajeswari Rajeswari. "Formative assessment on documentation of pediatric history taking skills by undergraduate medical students." Pediatric Review: International Journal of Pediatric Research 4, no. 8 (August 31, 2017): 504–10. http://dx.doi.org/10.17511/ijpr.2017.i08.02.

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MIR, M. AFZAL, R. J. MARSHALL, R. W. EVANS, R. HALL, and H. L. DUTHIE. "Teaching medical history-taking: a comparison between the use of audio- and videotapes." Medical Education 20, no. 2 (March 1986): 102–8. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01055.x.

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van Zuilen, Maria H., Robert M. Kaiser, and Michael J. Mintzer. "A Competency-Based Medical Student Curriculum: Taking the Medication History in Older Adults." Journal of the American Geriatrics Society 60, no. 4 (February 13, 2012): 781–85. http://dx.doi.org/10.1111/j.1532-5415.2011.03871.x.

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47

Nardone, D. A., C. L. Schriner, P. Guyer-Kelley, and L. P. Kositch. "Use of computer simulations to teach history-taking to first-year medical students." Academic Medicine 62, no. 3 (March 1987): 191–3. http://dx.doi.org/10.1097/00001888-198703000-00009.

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48

Davies, Julia, Nicky Perry, and Daniel Richardson. "Exploring the experiences of medical students learning sexual history taking: a qualitative study." Sexually Transmitted Infections 92, no. 5 (July 20, 2016): 352. http://dx.doi.org/10.1136/sextrans-2016-052615.

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Zhakhina, Gulnur, Karina Tapinova, Perizat Kanabekova, and Temirlan Kainazarov. "Pre-consultation history taking systems and their impact on modern practices: Advantages and limitations." Journal of Clinical Medicine of Kazakhstan 20, no. 6 (December 26, 2023): 26–35. http://dx.doi.org/10.23950/jcmk/13947.

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The practice of gathering a patient's medical history has been a cornerstone of healthcare for centuries, providing the foundation for accurate diagnoses and effective treatment plans. However, traditional face-to-face consultations have limitations, including incomplete histories due to time constraints and potential communication barriers. To address these challenges, pre-consultation history taking systems emerged as a transformative solution, leveraging technology to optimize data collection and patient engagement. This review article explores the evolution, benefits, limitations, and impact of pre-consultation history taking systems on modern healthcare practices. These systems enable patients to respond to questionnaires or surveys before their scheduled appointments, empowering them to provide comprehensive medical histories at their own pace. Consequently, healthcare providers gain deeper insights into patients' health status, previous medical conditions, family history, lifestyle choices, and medication history. The significance of pre-consultation history taking lies in its potential to improve the quality of healthcare services. By obtaining more detailed and accurate medical histories before appointments, healthcare providers can optimize consultation time, enabling them to focus on addressing specific concerns and making informed decisions. Furthermore, patient engagement is enhanced, fostering a sense of collaboration between patients and healthcare professionals. Despite the advantages, the article addresses certain limitations, such as the digital divide and data accuracy concerns. Ensuring accessibility for all patient populations and maintaining robust data security measures are essential considerations. However, as technology continues to advance, pre-consultation history taking holds the promise of transforming the healthcare landscape and improving patient outcomes.
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Reghu, Remya, Bini Vincent, Aloysius James, Syamaprasad Tv, and Reshma Reji. "A CASE REPORT ON WILSON'S DISEASE INDUCED LIVER CIRRHOSIS." Asian Journal of Pharmaceutical and Clinical Research 10, no. 4 (April 1, 2017): 113. http://dx.doi.org/10.22159/ajpcr.2017.v10i4.16239.

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ABSTRACTWilsons disease is an inherited autosomal genetic abnormality genetic abnormality which results in impairment in cellular copper transport. Overtime this may leads to liver cirrhosis. The main focus of this case is to shows the importance of taking medical history. Here we discuss a case of 35 year old male diagnosed with Wilsons disease induced Liver cirrhosis and portal hypertension. He was physically very weak. Since the same genetic abnormality was the reason for the death of his sibling which was not considered while taking the medical history of this patient, this led to a late diagnosis of 4 years while the patient's condition became worst. Here in we report a case that provides an insight to medical professionals about taking proper medical history of patients.Key Words : Wilsons Disease, Liver Cirrhosis, Copper Deposit
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