Clinical Year: 3

2021/2022
Portfolio
Family Medicine Department
Primary And Secondary Care Module
(Obs./Gyn, Family Medicine and Occupational)

Name: --------------------------------------------------
Group: -------------------------------------------------
Mentor's name: --------------------------------------------
Coordinator of Year 3 Portfolio Year 3 Field training
Coordinator of Family Medicine
Dr. Nourhan Fawzy wasfy Dr. Reham Aboemara
Medical Education Department Family Medicine department
E-mail: nourhan.f.wasfy@gmail.com Email: d.reham@yahoo.com

2
 Year 3 portfolio scoring
Family medicine

Student's name: 1:‫اسم الطالب‬

Student ID: :‫رقم الجلوس‬
Mentor's name:
Your mentor will fill this table after evaluating the whole portfolio

Section Score/ total: 200

Practical and clinical skills /50

EBM Case Studies (2 Cases) /60

Health Education seminar /20

Professionalism and attitude /25

Personal learning plan and reflection /25

1. Organization of the whole portfolio /20

Total score /200

3
 Introduction
Dear student,
This portfolio is evidence that you mastered the required skills and achieved the objectives of
the clinical round. A faculty staff will assess your performance and evaluate your final
achievement.

Portfolio follow up and Mentoring:

 The student should be informed about the name of his/her portfolio Mentor
immediately with the start of the module.
 The student should be ready for a follow up meeting with his/her mentor every 4
weeks.
 During the meeting, the student brings with him/her all portfolio partitions.
 The student will be ready for discussion and any kind of evaluation and feedback from
his mentor during the meeting.

Student assessment of the portfolio:

The student portfolio represents 20% of the total score.

1- Aims of the course:

At the end of the course, the third-year medical students will demonstrate the ability to
provide evidence-based preventive and curative services for women in family practice and
they become familiar with the common national and international programs for pregnant,
child-bearing and postmenopausal women at family practice settings.

2-Competencies
Competency area I: The graduate as a health care provider
The graduate should provide quality, safe, patient-centered care, drawing upon his
integrated knowledge and clinical skills, and adhering to professional values. The
graduate should collect and interpret information, make clinical decisions, and carry
out diagnostic and therapeutic interventions - with an understanding of the limits of
his/her expertise- taking into accounts the patient’s circumstances and preferences as
well as the availability of resources. The graduate should be able to:

4
 1.1. Take and record a patient’s medical history, including family and social
history

1.1.1. Obtain history from normal pregnant women or pregnant women with minor
complaints, medical disorders/diseases during pregnancy at family practice
settings.
1.2. Adopt an empathic and holistic approach to the patients and their problems.
1.3. Assess the mental state of the patient.
1.4. Perform appropriately timed full physical examination 1of patients appropriate to the
age, gender, and clinical presentation of the patient while being culturally sensitive.
1.4.1. Perform appropriate clinical examinations for normal pregnant women or pregnant
women with minor complaints, medical disorders/diseases during pregnancy at family
practice settings.
1.4.2. Conduct clinical assessment of infertile woman at family practice settings.
1.4.3. Conduct clinical assessment of menopausal women attending family practice settings.
1.5. Select the appropriate investigations and interpret their results taking into
consideration cost/ effectiveness factors.

1.5.1. Order appropriate investigations at first antenatal care visit and follow up visits for
normal pregnant women or pregnant women with minor complaints, medical
disorders/diseases during pregnancy at family practice settings.
1.5.2.Interpret findings of clinical examination/procedures or diagnostic tests at antenatal
care visits.
1.5.3Conduct appropriate evidence-based screening tests in pregnancy.
1.5.4.Interpret findings of DEXA scan.

1.6 Retrieve, analyze, and evaluate relevant and current data from literature, using
information technologies and library resources, in order to help solve a clinical problem
based on evidence (EBM).

1.6.1. Adopt evidence-based approach to practice.

1.7. Establish patient-centered management plans in partnership with the patient, his/her
family and other health professionals as appropriate, using Evidence Based Medicine in
management decisions.

1.7.1. Provide management for normal pregnant women or pregnant women with minor
complaints, medical disorders/diseases during pregnancy at family practice settings.
1.7.2. Provide management for menopausal women attending family practice settings.
1.7.3. Provide management for osteoporosis in women attending family practice settings.
5
Competency area II: The graduate as a health promoter
The graduate should advocate for the development of community and individual
measures which promote the state of well-being, he/she should empower individuals
and communities to engage in healthy behaviors and put his/her knowledge and skills to
prevent diseases, reduce deaths and promote quality life style. The graduate should be
able to:

2.1. Discuss basic principles of health improvement, including the wider

determinants of health, health inequalities, health risks and disease surveillance.
2.1.1. Assess risk factors among pregnant women attending family practice settings.

2.2. Discuss the role of nutrition and physical activity in health.

2.2.1. Identify the basic nutritional requirements of a pregnant woman.

2.3.Provide care for specific groups including pregnant women, newborns &
infants., adolescents and the elderly.

2.3.1Recognize definition, symptoms, clinical findings and treatment of menopause.

2.3.2.Discuss assessment of menopausal women.
2.3.3.Recognize definition, risk factors, assessment and treatment of osteoporosis in
women.
2.3.4.Discuss evaluation and management of infertile couple in primary care settings.
2.3.5. Discuss approach to common minor complaints during pregnancy at family
practice settings.
2.3.6. Discuss approach to medical disorders/diseases during pregnancy (e.g.
hypertension, diabetes, urinary tract infection, hyperemesis gravidarum,..) at family
practice settings.
2.3.7. Conduct appropriate counseling sessions for women during perinatal care visits
(antenatal, natal and postnatal).
2.3.8. Discuss counseling for family planning.
2.3.9. Identify appropriate family planning methods for presented clients at family
practice settings.
2.3.10. Conduct counseling session for family planning.
2.3.11. Use women health records during prenatal cares, family planning sessions and
chronic illness effectively.
2.3.12. Perform auditing of primary health records related to women health or chronic
illness in women at family practice settings.

2.4. Adopt suitable measures for infection control.

2.4.1. Apply appropriate infection prevention practices / universal precautions.

6
 Competency area III: The graduate as a professional
The graduate should adhere to the professional and ethical codes, standards of
practice, and laws governing practice. The graduate should be able to:

3.1. Adhere to the professional and ethical codes, standards and laws governing the
practice.
3.1.1. Show empathy, respect, and compassion during history taking from women and
physical examination, and maintaining a professional and ethical code of conduct.

Competency Area IV: The graduate as a scholar and scientist

The graduate should build his clinical practice on a base of knowledge of scientific
principles and methods of basic medical and social sciences, applying this knowledge
into clinical care, and using it as a foundation for clinical reasoning, care provision,
further professional development and research. The graduate should be able to:
4.1.1. Describe management of medical disorders during pregnancy including :
 Cardiovascular disease
 Chronic Hypertension
 Thromboembolic Disorders
 Renal & Urinary tract Disorders
 GIT & Liver disorders
 Hematological Disorders
 Pregestational DM
 Thyroid
 Connective-tissue Disorders

Competency area V: The graduate as a member of the health team and a part
of the health care system
The graduate should work and collaborate effectively with physicians and other
colleagues in the health care professions, demonstrating an awareness of and a
respect for their roles in delivering safe, effective patient- and population-
centered care. He/she should be committed to his/her role as a part of health
care system, respecting its hierarchy and rules and using his administrative and
leadership skills to add value to the system.

7
 Time Schedule
Week Activity
1. Obtain history from normal pregnant women or pregnant women with minor
complaints, medical disorders/diseases during pregnancy at family practice
settings.
2. Perform appropriate clinical examinations for normal pregnant women or
Week 1 pregnant women with minor complaints, medical disorders/diseases during
pregnancy at family practice settings.
3. Order appropriate investigations at first antenatal care visit and follow up visits
for normal pregnant women or pregnant women with minor complaints, medical
disorders/diseases during pregnancy at family practice settings

1. Identify family planning services in the PHC

Week 2
2. Participate in counseling for family planning with the PHC doctor or nurse.

1. Conduct clinical assessment of infertile woman at family practice settings.

Week 3

1. Conduct clinical approach of diabetes in non-pregnant adult or elder

Week 4 women attending family practice settings.

Week 5 Formative Assessment

Week 6 1. Conduct clinical approach of hypertension in non-pregnant adult or

elder women attending family practice settings.

1. Provide assessment of menopausal women attending family practice

settings.
Week7
2. Provide management for osteoporosis in women attending family
practice settings & Interpret findings of DEXA scan

Revision of previous activities

Week 8 Health education seminar

Exam

8
 Part 1: List of Cases during the Module

In order to pass this section, you have to List all the cases, you assessed during the module.

Level of performance Student's evaluation Signature

Date Case Assessment Observe Supervised Independent poor faire Good

Signature of the Mentor

9
 Level of performance Student's evaluation Signature
Date Case Assessment Observe Supervised Independent poor faire Good

Signature of the Mentor

10
 Part 2: Practical and clinical skill

List of the required practical and clinical skills to be fulfilled by the end of the module: kindly be
noted that in order to pass this section you have to perform appropriately and sign all the following
skills.

Level of performance Student's evaluation

Supervisor
Date THE SKILL independen
Observed supervised Poor Faire Good Signature
t
Use appropriately
communication
1/6/202 skills at different
1 stages of
consultation with
clients.
Conduct clinical
assessment of
infertile woman at
family practice
settings.

Obtain history from

normal pregnant
women or pregnant
women with minor
complaints, medical
disorders/diseases
during pregnancy

Perform appropriate
clinical
examinations for
normal pregnant
women or pregnant
women with minor
complaints, medical
disorders/diseases
during pregnancy

Order appropriate
11
investigations at
first antenatal care
visit and follow up
visits for normal
pregnant women or
pregnant women
with minor
complaints, medical
disorders/diseases
Conduct
appropriate
evidence-based
screening tests in
pregnancy.
Provide
management for
normal pregnant
women or pregnant
women with minor
complaints, medical
disorders/diseases
during pregnancy at
family practice
settings.
Conduct
appropriate
counseling sessions
for women during
perinatal care visits
(antenatal, natal and
postnatal).
Conduct counseling
session for family
planning.
Conduct clinical
assessment of
chronic illness (e.g.
diabetes and
hypertension) in
non-pregnant adult
or elder women
Provide
management for
12
 chronic illness (e.g.
diabetes and
hypertension) in
non-pregnant adult
or elder women
Conduct clinical
assessment of
menopausal women
Provide
management for
menopausal women
Provide
management for
osteoporosis in
women
Use women health
records during
prenatal cares,
family planning
sessions and
chronic illness
effectively.
Perform auditing of
primary health
records related to
women health or
chronic illness in
women
Score: /50

Signature of the Mentor

13
 Part 3: EBM Case studies
Each student must take a FULL HISTORY and EXAMINATION in front of the
physician for two cases and attach the signed evaluation form in the portfolio.
EBM Reflective Case Based Studies (2/module)
 Description of case by SOAP with full history and family genogram
 Questions- learning objectives
 Literature review
 Reflection on the case/Patient's Problem

Reflection on Case Study

Q1. What are objectives of this case study?
Q2. What I tried to learn?
Q3. What were the most important things I learnt?
Q4. What are evidences that you achieve these listed objectives?

N.B: SOAP
S: subjective (abbreviated history)
O: objective (clinical findings)
A: assessment (diagnosis)
P: plan of management

14
 Checklist for assessment of a case study

Item Grade Comment

Core items
Stage 1
 Reasons for consultation
 Analysis for the problem
 Patient ideas concern and
expectation
 Hypothesis or diagnosis
 Management plan
 Patient involvement
 Opportunistic health
promotion

Stage 2
 Your questions/learning
objectives

Stage 3
 Literature review, reflection,
and self-evaluation

Overall assessment

Score /30

Signature of the Mentor

15
 Part 4: Health Education Seminar

In order to pass this section, you have to present one Health Education Seminar
during the module. In this presentation, you can use PowerPoint, videos and charts.
Work as one of a group of 10 students in the same primary health care unit to
present the seminar.
(The tutor will evaluate you using the following evaluation form)

16
 Evaluation of the Health Education Seminar

Student’s name
Title of the topic
Date

Please evaluate the student using the following checklist. 

Not
Item done
Poor Good Very good

1. Session content is accurate and relevant

2. The designed session is interactive

 Knowledge checks
 Case studies
 Question & answer sessions, or exercises
3. The design of the session is appropriate
for learners’ needs and training goals
4. During the session, the students use clear
language for audience
5. The duration of the session is appropriate
to the content
6. The developed materials are easy and
user-friendly

Score /20

Signature of the Mentor

17
 Part 5: Professionalism
Throughout the round in family medicine the medical student should:

a) Behave in an altruistic manner, as he/she:

1. Demonstrates sensitivity to patients’ needs
2. Takes time and effort to explain information to patients
3. Takes time and effort to comfort the sick patient
4. Listens sympathetically to patients’ concerns
5. Puts patients’ interests before his/her own
6. Shows respect for patients’ confidentiality

b) Demonstrate reliability and a strong sense of responsibility as he/she:

7. Completes assigned tasks timely and fully
8. Fulfills obligations undertaken
9. Takes on appropriate share of team work

c) Demonstrate a commitment to excellence via self-improvement and adaptability as he/she:

10. Recognizes own limitations and seeks appropriate help
11. Incorporates feedback to make changes in behavior
12. Reads up on patient cases
13. Attends rounds, seminars, and other learning events

d) Demonstrate respect for others, as in the course of relationships with students, faculty and staff,
he/she:
14. Establishes rapport with team members
15. Maintains appropriate boundaries in work and learning situations
16. Relates well to fellow students in a learning environment
17. Relates well to faculty in a learning environment
18. Relates well to other health care professionals in a learning environment

e) Demonstrates honor and integrity by upholding student and professional code of conduct as he/she:
19. Refers to self accurately with respect to qualifications
20. Uses appropriate language in discussion with patients and colleagues
21. Resolves conflicts in a manner that respects the dignity of those involved
22. Behaves honestly
23. Respects diversity of gender, religion, age, disability, intelligence, and socio-economic status
24. Maintains appropriate boundaries with patients
25. Dresses in an appropriate professional manner

NB: Student will be observed holistically during the whole round by the responsible professor, and evaluated
for one time by the following form

18
 Professionalism Evaluation Form
Items for evaluation Below expectation Borderline Meet expectation Super

1. Demonstrates sensitivity to
patients’ needs
2. Takes time and effort to explain
information to patients
3. Takes time and effort to comfort
the sick patient
4. Listens sympathetically to
patients’ concerns
5. Puts patients’ interests before
his/her own
6. Shows respect for patients’
confidentiality
7. Completes assigned tasks timely
and fully
8. Fulfills obligations undertaken
9. Takes on appropriate share of
teamwork
10. Recognizes own limitations and
seeks appropriate help
11. Reads up on patient cases
12. Attends Round's Lectures &
other learning events
13. Establishes rapport with
Colleagues

14. Maintains appropriate boundaries

in work and learning situations

15. Relates well to fellow students in

a learning environment
16. Relates well to faculty in a
learning environment
17. Relates well to other Health Care
Professionals

Signature of the Mentor

19
 Part 6: Self Reflection
Reflection is very important to deepen your learning and to be a life-long learner. In
reflection, you use critical thinking to analyze the educational situation and learn from it, and
then you will try out what you have learned to have an experience. The benefit of this part of
your portfolio is to encourage you to reflect on what you are doing, what you are finding
difficult and what you are trying to plan for.

Write a situation that had happened during the module. The following elements should be
covered in your reflection:
Description: What happened in your experience?

 What I tried to learn?

 What were the most important things I learnt?

 What I need to work on next time? What are my strengths and

weaknesses?

 How will my learning influence/change practice?

20
 Personal Learning Plan
In this plan you identify your learning needs, why you need it, how you will learn, how you
will know that you learned, its time frame, and your future learning.

Reason Evidence of learning

Learning objectives or Plan for learning
(How and why I know (How I know I’ve learnt
outcomes (What I need to do to
to learn this) and can show others I
(What I need to learn) learn)
have learnt)

21
 Part 7: Mentor meetings

Use the following record for each mentor meeting

(1st Mentor MEETING - 2nd Mentor MEETING- 3rd Mentor MEETING- 4th
Mentor MEETING)

Record of Meeting

Student Details

Meeting took place on: ------------------------------------------------------------

Student Full Name: -----------------------------------------------.
Student signature: ----------------------------------
Date------------------------

Personal Mentor Details

Personal Tutor Name:------------------------------------------

Tutors signature: -----------------------------------
Date-------------------------

Please confirm that this mentor meeting has taken place by asking your mentor to sign and date as above.

Thank you.

22
 Formative assessment

Please attach the following form in your portfolio after the formative exam

23
 Suez Canal University
Faculty of medicine
Phase II and Year III (5+2)
Family Medicine Clinical formative Exam (Woman health care course)
Name of candidate: Site of exam:
Date of exam
1. Please rate the student performance in each item in the suitable box
2. Check (NA)cells when the item is not relevant to the case

Domain Description 1 2 3 4 5 6 7 8 9 10 NA
Rapport  Candidate establishes rapport and uses
building & appropriate communication skills.
communication  Respect patient's privacy during
skills consultation
 Candidate analyses appropriately the
presenting problem and elicits dangerous
signs (If present).
 Candidate assesses past, drug, and
Information family history.
gathering  Candidate assesses previous
pregnancies, vaccination, menstrual, and
contraception history (If relevant).
 Candidate assesses appropriately
psychosocial history.
 Candidate takes permission to examine
patient, explains examination steps, and
Examination follows infection control measurements
 Candidate performs appropriate general
and local physical examination.
 Candidate breaks appropriately the
diagnosis to the patient/family,
reassures, informs about the nature of
problem, & delivers appropriate health
education/counseling to the
Management & patient/family.
closure of the  Candidate orders appropriate
session investigations, prescribes appropriate
medications, and/or decides appropriate
referral (If needed)
 Candidate asks patient/family for any
question & informs patient/family about
the next follow-up date
Comment of examiner

24