Training activity information
Details
Perform the following evoked potentials including latency and amplitude measurements for: Visual, including visual acuity Auditory, including auditory threshold Somatosensory, including sensory threshold
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
- What specific aspects of performing visual, auditory, and somatosensory evoked potentials, including latency and amplitude measurements and pre-test measures like visual acuity and auditory/sensory thresholds, are central to the intended outcomes of this activity?
- Consider the specific insights you hope to gain from engaging in the activity of performing these evoked potential tests. What practical skills related to electrode placement, equipment operation, data acquisition, and measurement do you aim to develop?
- Think about what you already know about evoked potentials, including the theoretical background and your prior experiences. What gaps in your knowledge or skills do you hope this DTA will address?
- What do you anticipate learning about the practical challenges of performing these tests on different individuals and ensuring accurate measurements?
- What specific aspects of the procedures, patient preparation, or expected measurements do you need to clarify?
- Consider possible challenges you might face during the activity, such as patient cooperation, technical difficulties with the equipment, or variations in normative data. Think about how you might handle them based on your current knowledge and available resources.
- Are you confident, nervous, curious? Understanding your initial feelings can help you focus your preparation and learning. What resources or information might help alleviate any anxieties and enhance your preparedness?
In action
- Pay attention to your actions. How are you approaching the performance of each evoked potential test (visual, auditory, and somatosensory)? Why are you selecting specific electrode placements or stimulus parameters? For example, are you adjusting stimulus intensity, troubleshooting electrode impedance issues, or modifying the testing procedure based on the patient’s response? What aspects of your practice feel intuitive, such as electrode application for a specific modality? What requires more conscious effort, like adjusting stimulus parameters or recognising waveform morphology?
- Are you successfully acquiring reliable evoked potential recordings for each modality and obtaining the necessary measurements (latency and amplitude)? Are you encountering difficulties with patient cooperation, equipment malfunctions, or achieving stable recordings? Are you noticing any patterns in patient responses, identifying more efficient techniques, or realising areas where your understanding needs improvement? Are you drawing on your understanding of neurophysiology, electrode placement techniques learned previously, or your knowledge of normal and abnormal waveforms?
- Are there alternative approaches you could be considering if your initial method is not working effectively? For example, could you try a different electrode type, adjust the environment to reduce noise, or provide additional reassurance to the patient? What support or guidance might you need in this moment? Would it be helpful to consult with your training officer or a more experienced colleague regarding a specific technical issue or an unexpected finding? Are you working within your scope of practice? Are you comfortable and competent to perform these tests independently, or do you require supervision for certain aspects?
On action
- Begin by summarising the key points of the experience of performing the visual (including visual acuity), auditory (including auditory threshold), and somatosensory (including sensory threshold) evoked potential tests. Consider the types of patients you tested, the equipment used, and any notable events during the testing process.
- What skills or knowledge did you develop or improve through performing these evoked potential tests? Did you enhance your technical skills in electrode placement, stimulus delivery, or measurement acquisition for any of the modalities? Were there any unexpected challenges or successes during the activity? For example, did you encounter difficulties in obtaining a specific waveform, or were you particularly successful in engaging a challenging patient? What did you learn from these situations? In what ways did your reflection-in-action (during the activity, as explored in our previous conversation) influence how the activity unfolded? Did your real-time adjustments to parameters or techniques lead to better data acquisition? How does this experience relate to the requirements for post-programme practice? Consider the importance of accurate evoked potential testing in diagnosing neurological conditions and the need for competent technical skills.
- What areas for continued development have been identified as a result of this activity? Do you need to focus on improving your technique for a specific evoked potential modality, or enhance your understanding of normal and abnormal waveforms? How can you apply the learning from this activity to your routine practice? Will you incorporate any new techniques or approaches based on what you experienced? Identify the actions / ‘next steps’ you will now take to support the assimilation of what you have learned. For instance, will you review specific protocols, seek further practical experience, or discuss challenging cases with your supervisor? What support or resources might you need to further develop in the areas identified through this reflection? Would additional training, access to specific equipment, or guidance from a senior colleague be beneficial?
Beyond action
- Consider the skills and knowledge you gained in this training activity in the context of other activities. Identify the learning / actions you will take as a result of this broader review. Have you discussed your experiences of performing these evoked potential tests with others? Consider if your view of the situation has changed as a result of analysing this with them. Has the mutual exchange of experiences led to any transformation in your understanding or approach?
- While you may only perform this specific combination of evoked potential tests once as a DTA, how has the experience contributed to your broader technical skills in neurophysiology? How have you applied the knowledge gained from this training activity since the original experience? Have you become more confident in performing these tests? How have your skills developed in electrode placement, parameter adjustment, and data acquisition for evoked potentials? How has this experience influenced your wider practice in other related areas?
- Identify the transferable skills you are developing through performing these types of activities. For example, has this training activity enhanced your attention to detail, your ability to troubleshoot technical issues, or your capacity to adapt to different patient presentations during neurophysiological testing? What specific steps will you take to further refine your evoked potential testing skills in the long term? This could involve seeking out more complex cases, attending advanced training, or staying updated on new techniques and guidelines.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Perform diagnostic tests including upper limb nerve conduction studies and multi-modality evoked potential studies on a range of patients. |
| # 6 |
Outcome
Perform pre-test measure, including: visual acuity, height of patient, hearing and sensory thresholds. |
| # 7 |
Outcome
Apply legislation and guidelines and manage risk in the performance of 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. |