Training activity information
Details
Discuss the key elements of vestibular case history with a qualified clinician and reflect on your experiences performing a basic case history on non-complex patients
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Key elements of a vestibular case history (particularly the nature and presentation of dizziness and imbalance)
- Your experiences observing clinical histories from a variety of clinicians
- Empathetic listening
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the critical questions to ask when taking a vestibular case history?
- What information is essential for understanding the patient’s symptoms, medical history, and impact on their daily life?
- How does a vestibular case history guide the subsequent assessment?
- What are the nuances of eliciting information relevant to vestibular disorders?
- How can you effectively structure a case history?
- What will you learn from discussing this with a qualified clinician and reflecting on your own practice?
- Have you reviewed examples of vestibular case history questionnaires or templates?
- Have you prepared specific questions to discuss with the clinician based on your previous experiences?
- What aspects of your basic case history taking do you want to focus on reflecting upon?
In action
- During the discussion with the clinician, what questions are you asking based on your prior reflections and experiences?
- How are you actively listening to the clinician’s insights and explanations?
- When reflecting on your own case history taking, what specific instances or challenges are you focusing on?
- Are you comparing your approach to the elements the clinician is highlighting?
- Are you gaining a better understanding of the key elements of a vestibular case history through the discussion?
- Are your reflections on your own practice highlighting areas of strength and areas for development?
- What new information or perspectives are you gaining? How does this connect with the basic case histories you have performed?
- Are you adjusting your line of questioning based on the clinician’s responses?
- Are you able to articulate your reflections clearly and seek specific feedback?
- Are you considering alternative ways you could have approached the basic case histories based on the clinician’s guidance?
On action
- During the discussion with the qualified clinician, what key elements of vestibular case history were emphasised? How did the clinician’s approach and questioning differ from your own experiences with non-complex patients? What specific aspects of vestibular symptoms (e.g., type of dizziness, triggers, duration, associated symptoms) were highlighted as important? When reflecting on your own case history taking, what areas aligned well with the clinician’s guidance, and where were there differences?
- What specific key elements of a vestibular case history are now clearer to you? What did you learn from the clinician’s expertise and insights? What areas of your own case history taking skills need further development based on this comparison? Did the discussion highlight any important questions you might have overlooked previously?
- How will you incorporate the key elements discussed with the clinician into your future vestibular case history taking? What specific questions or lines of inquiry will you focus on more? What further opportunities will you seek to develop your skills in this area, such as observing more complex case history taking?
Beyond action
- Looking back at your discussion about vestibular case history and your initial attempts at taking a basic history, and comparing this with any subsequent experiences taking more complex vestibular histories or further discussions with clinicians, how has your understanding of the essential elements of a vestibular case history deepened?
- How has this guided reflection influenced your approach to gathering information from patients with balance complaints?
- Are you now more attuned to specific questions or red flags in their history?
- If you have had discussions with different clinicians, how does their approach differ? Why do you think this might be?
- As you develop your skills in vestibular assessment, how will this foundational understanding of case history taking inform your ability to diagnose and manage more complex vestibular cases?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 7 |
Outcome
Practice in partnership with the multidisciplinary team to perform balance function assessments in adults, using a range of core diagnostic tests. |