Training activity information
Details
Produce factual reports for the following evoked potentials including: Visual Auditory Somato-sensory
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.
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
- Consider how understanding the broader clinical context informs effective reporting.
- What are the key elements of a factual report for visual, auditory, and somatosensory evoked potentials? This might include details of the procedure, measurements (latencies and amplitudes), and any relevant observations.
- Think about what you already know about report writing and the specific components required for evoked potential reports. What challenges do you anticipate in translating the raw data into a clear and concise factual report?
- What do you anticipate learning about the importance of accurate and comprehensive reporting for clinical interpretation and patient management?
- Discuss this training activity with your training officer to gain clarity on the expected format, level of detail, and any specific guidelines for the reports. Are there example reports you can review?
- Consider possible challenges you might face in producing these reports, such as interpreting the data, identifying key findings, or ensuring accuracy and completeness. Think about how you might handle them by reviewing relevant literature, referencing normative data, or seeking guidance.
- Identify how you feel about preparing these reports. Do you feel prepared, uncertain about specific aspects, or overwhelmed by the prospect? Reflecting on your feelings can help you identify areas where you need to focus your preparation. What resources or templates might be helpful in building your confidence and ensuring a structured approach to report writing?
In action
- How are you approaching the task of producing these factual reports? Are you reviewing the raw data, identifying key waveforms and measurements, and structuring the report in a specific way?
- What decisions are you making as the activity progresses? For instance, how are you deciding which data points are most relevant to include, how are you formatting the report for clarity, and are you making any judgments about the quality of the data? What aspects of report writing feel intuitive, such as documenting patient details? What requires more conscious effort, like accurately describing waveform morphology or presenting the quantitative data in a clear and concise manner? How effective are your actions in achieving the activity? Are you successfully producing factual reports that accurately reflect the findings of the evoked potential tests for each modality? What challenges are you facing during this activity? Are you struggling to interpret certain waveforms, unsure how to present specific measurements, or finding it difficult to maintain objectivity in your reporting?
- What can you learn from this activity as it unfolds? Are you developing a better understanding of the essential components of an evoked potential report, identifying areas where your data interpretation skills need strengthening, or learning how to present information more effectively? How does this activity connect to your existing knowledge and skills? Are you applying your understanding of normal and abnormal evoked potential findings, your knowledge of report writing conventions, or any previous feedback you have received on your reporting skills?
- Are there alternative approaches you could be considering if you are struggling with a particular aspect of the report? Could you refer to example reports, consult relevant guidelines, or break down the task into smaller steps? Are you working within your scope of practice? Are you confident in your ability to produce these factual reports, or do you require guidance on interpreting the data or structuring the findings?
On action
- Begin by summarising the key aspects of the experience of producing the factual reports for the visual, auditory, and somatosensory evoked potential tests. Consider the types of data you were working with, the structure of the reports you created, and any specific challenges you encountered during the writing process.
- What skills or knowledge did you develop or improve through writing these factual reports? Did you enhance your ability to interpret evoked potential data, structure a clear and concise report, or accurately document findings such as latency and amplitude measurements? Were there any unexpected challenges or successes during the report writing process? For example, did you find it difficult to articulate specific waveform abnormalities, or were you particularly successful in presenting the key findings in a logical manner? What did you learn from these instances? In what ways did any reflection-in-action you might have engaged in during the report writing process (e.g., re-examining data, rephrasing sentences) influence the final report? How does the ability to produce accurate factual reports for evoked potentials relate to the requirements for post-programme practice? Consider the crucial role of these reports in communicating findings to clinicians and contributing to patient diagnosis and management.
- What areas for continued development in your report writing skills have been identified as a result of this activity? Do you need to improve your clarity of language, your ability to summarise key findings, or your attention to detail in documenting measurements? How can you apply the learning from this activity to your routine practice? Will you adopt a more structured approach to report writing, pay closer attention to specific details in the data, or seek examples of best practice in reporting? Identify the actions / ‘next steps’ you will now take to support the assimilation of what you have learned. For instance, will you review guidelines on report writing, seek feedback on your reports from your supervisor, or analyse example reports? What support or resources might you need to further develop your reporting skills? Would access to templates, specific guidance on interpreting complex findings, or feedback on your written work be beneficial?
Beyond action
- Consider evaluating your experiences of producing factual reports for visual, auditory, and somatosensory evoked potential tests. Reflect on the data you interpreted, the structure of your reports, and the challenges you faced. Compare these experiences with those from producing reports for other activities and experiences. Have you noticed any evolution in your reporting style or your ability to synthesise findings? Revisit reflections from a number of training activities, focusing on your report writing skills across different activities. Identify the learning / actions you will take to further improve your ability to document neurophysiological findings effectively. Have you shared your experiences of writing these reports and discussed any challenges or insights? Has this shared analysis led to any new perspectives on your reporting practice?
- Recognise that producing these reports is not an isolated task but contributes to your overall ability to communicate clinical information effectively. How has the experience of writing these specific evoked potential reports influenced your approach to documenting other types of neurophysiological data or communicating with colleagues? How have you applied the learning from this training activity since the original experience? Are you now more systematic in your approach to report writing? Have you improved your clarity and conciseness in documenting findings? How has this experience influenced your wider practice, such as when discussing cases with other healthcare professionals?
- Identify the transferable skills you are developing through writing these factual reports. This might include your attention to detail, your ability to synthesise information, and your written communication skills, all of which are essential for a Healthcare Scientist. Identify clear actions for continued development of your reporting skills. What specific steps will you take to become a more proficient and effective report writer in neurophysiology? This could involve seeking feedback on your reports, reviewing best practice guidelines, or focusing on areas where you found report writing challenging during this DTA.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 8 |
Outcome
Prepare reports for upper limb nerve conduction studies and multi-modality evoked potential studies. |
| # 9 |
Outcome
Demonstrate effective and compassionate communication skills with all stakeholder including patients and the multidisciplinary team. |