Training activity information
Details
Perform chest examinations and summarise the findings on both:
- A male patient
- A female patient
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 knowledge do you need regarding normal and abnormal chest anatomy and physiology?
- What knowledge do you need about different types of breath sounds (normal and abnormal such as crackles, wheezes, etc.) and how to elicit them through auscultation?
- What knowledge do you require regarding techniques for chest inspection, palpation, and percussion?
- Do you understand how to summarise findings in a clear and concise manner for both male and female patients, considering potential anatomical differences?
- What specific skills in performing chest examinations do you hope to improve?
- What insights do you anticipate gaining about the differences in chest examination findings between male and female patients?
- Discuss the practical aspects of performing chest examinations with your training officer, including appropriate patient positioning and communication.
- Review relevant literature or resources on chest examination techniques and interpretation of findings.
- Consider potential challenges such as patient cooperation or subtle findings and how you might approach these.
In action
- What specific steps are you taking to inspect, palpate, percuss, and auscultate the chest of the patient? Why are you performing these in this order?
- What adjustments are you making to your technique based on the patient’s body habitus or cooperation?
- Are you consciously recalling your knowledge of normal and abnormal breath sounds as you listen? Which sounds are you focusing on?
- How are you documenting your findings for each patient? What key features are you prioritising in your summary?
- Are you able to systematically examine all areas of the chest? Are you confident in your ability to elicit different breath sounds?
- Are you encountering any difficulties in positioning the patient or hearing clearly? How are you trying to overcome these challenges?
- What new observations are you making as you perform the examinations on both male and female patients? How do these observations relate to your prior knowledge?
- If the patient is finding a particular part of the examination uncomfortable, how are you modifying your approach?
- If you are unsure about a specific finding, are you considering seeking guidance or focusing on other aspects of the examination?
- Are you ensuring you are respecting the patient’s privacy and dignity throughout the examination?
On action
- What were the key findings from the chest examinations of both the male and female patients? Did you notice any differences in findings between the two patients? If so, what were they? What challenges did you encounter during either of the examinations (e.g., patient positioning, interpreting sounds)? How did you feel your confidence level was before, during, and after each examination?
- What specific breath sounds were you able to identify? Did you encounter any sounds you were unsure about? What did you learn about these? Did you improve your technique in any aspect of the chest examination (inspection, palpation, percussion, auscultation)? How so? How did your understanding of normal chest anatomy influence your ability to identify normal findings? Did your reflection-in-action (as you performed the examinations) lead you to adjust your approach in any way? How effective was this adjustment? How will the skills developed in this activity be relevant to your future practice as a Respiratory and Sleep Scientist?
- What are the specific areas of chest examination you feel you need to develop further? How will you apply the knowledge and skills gained from this activity to future patient encounters? What next steps will you take to improve your chest examination skills (e.g., reviewing resources, seeking further practice opportunities)? Do you need any additional support or guidance from your training officer regarding chest examination techniques or interpretation of findings?
Beyond action
- Looking back at your reflections-on-action for this training activity, what key learning points stand out now in light of subsequent experiences with patient examinations?
- Have you performed further chest examinations since this training activity? How did this previous experience influence your approach in those later encounters?
- Have you discussed your experiences with chest examinations with peers or supervisors? Did their perspectives offer any new insights into your practice?
- How has your confidence and competence in performing chest examinations evolved since this training activity? Can you identify specific instances where the skills learned were applied?
- Have the skills in identifying different breath sounds developed through this activity aided you in interpreting information during other clinical tasks or discussions?
- How has understanding the importance of patient communication and comfort during the examination (which you may have reflected on) influenced your broader patient interactions?
- What transferable skills, such as observation, communication, and systematic assessment, did this activity help to develop, and how will these be valuable in future complex cases?
- What further development goals related to physical examination techniques were identified in your earlier reflections, and how are you actively working towards these in your ongoing training?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Identify the causes of common respiratory symptoms, including breathlessness (dyspnoea), wheezing, coughing and chest pain. |
| # 3 |
Outcome
Perform a clinical assessment of a patient with respiratory disease or a sleep condition ensuring recognition of the deteriorating patient and appropriate methods of escalation where appropriate. |
| # 4 |
Outcome
Demonstrate a patient centered approach to practice, considering communication with patients and relatives, the patient’s experience, quality of life and the wider social impact on the patient and their family. |
| # 5 |
Outcome
Interpret the results of a clinical assessment and communicate effectively with respiratory scientists and non-respiratory health care colleagues. |