Thursday, September 2, 2010
Independent Study 1
The things caught on my camera at TS camp, for my Independent Task 1.
http://www.facebook.com/album.php?aid=36868&id=100000940867870&l=687ce07e2e
Independent Study 2
What I wanted to do for my Independent Task 2 was, I was to go over to my freinds house who have the disorder, and ask them some question about the disorder at first. And keep track on how they try to lead a normal life despite what the disorder may put in their path. I will get authorization from their parent or legal guardian, and have to consent with them to sign off that I accomplished my Task. I will keep track by taking a log, along with some photos I will take at their house.
L: For my Independent Task 2, I had to accumalte at least 30 hours, while observing my friend Eduardo Castillo, who also has Tourette's Syndrome. I would let him proceed normally throughout the day, and he would perform the actions he does on a regular basis.
I: I was able to gather about 45 hours while doing my Independent Task 2, because, I would go over to his house, with consent of his parents, and they would allow me to observe Eduardo's tics, while he went on with his day. I would notice that he would usually tic when performing non-productive activities, such as playing games, or while he looked stuff up on the computer. And his tics seemed to be releived whenever he would ride his bike down to the liquor store, or when he would go for a swim at the community pool. He would do his best to suppress his tics if he were trying to watch a movie. So he would use a less severe arm twitch, to replace his severe head tic, so that he may enjoy the movie. At the end of the day, I would ask him some questions about his tics, and how he is able to mange a more stable life style.
A: How did this help me with answering my EQ? This was able to help me, because last semester, I went up to Angeles Crest Mountain, which is one area where they host the TSA Camp. And I would go around, asking some of the campers about their opnion about TS. And this helped me because, at camp, I had people interacting with others out in society, and how other peoples' tics may interfer with theirs. As with this Independent Study, I was able to observe one individual, and see how they're able to cooperate with their tics while at home, as opposed to being at camp. I wanted to show, that even though, people may have TS, it's veiwed socially, as a werid condition, that many people don't understand at first, which is why some people avoid them, not out of being rude, but simply because they know little of the disorder. Even though TS comes with many obstacles, it goes to show, that people can still live their lives as normal, or they can make do with what they have and lead a better life.
L: For my Independent Task 2, I had to accumalte at least 30 hours, while observing my friend Eduardo Castillo, who also has Tourette's Syndrome. I would let him proceed normally throughout the day, and he would perform the actions he does on a regular basis.
I: I was able to gather about 45 hours while doing my Independent Task 2, because, I would go over to his house, with consent of his parents, and they would allow me to observe Eduardo's tics, while he went on with his day. I would notice that he would usually tic when performing non-productive activities, such as playing games, or while he looked stuff up on the computer. And his tics seemed to be releived whenever he would ride his bike down to the liquor store, or when he would go for a swim at the community pool. He would do his best to suppress his tics if he were trying to watch a movie. So he would use a less severe arm twitch, to replace his severe head tic, so that he may enjoy the movie. At the end of the day, I would ask him some questions about his tics, and how he is able to mange a more stable life style.
A: How did this help me with answering my EQ? This was able to help me, because last semester, I went up to Angeles Crest Mountain, which is one area where they host the TSA Camp. And I would go around, asking some of the campers about their opnion about TS. And this helped me because, at camp, I had people interacting with others out in society, and how other peoples' tics may interfer with theirs. As with this Independent Study, I was able to observe one individual, and see how they're able to cooperate with their tics while at home, as opposed to being at camp. I wanted to show, that even though, people may have TS, it's veiwed socially, as a werid condition, that many people don't understand at first, which is why some people avoid them, not out of being rude, but simply because they know little of the disorder. Even though TS comes with many obstacles, it goes to show, that people can still live their lives as normal, or they can make do with what they have and lead a better life.
Interviews
1. For the person I chose to interview, I picked Dr. Rodriguez who is my neurologist at Kaiser Permanente.
2. I chose Dr. Rodriguez because I've been his patient since I found out I've been diagnosed with TS, and that I feel as if he has the experience to actually go more into depth about this medical condition.
3.A.)What courses did you take in order to become a neurologist?
B.) Was it your intension to go into the medical field, if not, why?
C.) What are some of the worst cases you've seen with your patients who also have TS?
D.) What are the correct steps for medical treatment for children with TS?
E.) Why is it that, when patients go to the doctors, they try to suppress their tics?
F.) If there is a 50% chance that a parent can pass down Tourette's to their child(ren), how come there is no gene to correctly identify Tourette's?
G.) In your best summary, what is Tourette's Syndrome from your expericne in the medical field?
Interview Questions 2
1. What courses are needed in order to become a neurologist?
2. What were the obstacles that needed to be overcomed to succeed in neurology?
3. What subject would you say you were and/or best at during college. Were those attributes necessary when taken into account for the medical field? If so, then why?
4.What college did you attend? What GPA did you need to have to qualify, and what was nesceesary to attend the college? Why was this college your choice, and in your opinion, was it the best choice? How many years did you stay? What degree were you able to achieve?
5. How were the first couple of years being a neurologist? Would you say that you were prepared for it? Do you like being a neurologist?
Interview Questions 4
1. During your childhood, how was Tourette's problematic for you at first?
2. What was the reaction given off by your fellow peers about your disorder?
3. Did Tourette's affect your ability to learn? If so or not, why?
4. Who would you consider to be the biggest supporter in treating your disorder?
5. What tics can you remember enduring throughout your childhood?
6. What was the process you went through in order to see if you were diagnosed with TS?
7. How did you discover you could be diagnosed with TS?
8. Were there many trials encountered in order to find the right medication to treat you tics?
9. How were your tics performed during late adolescence?
10. Would you consider that your tics have evolved when you reached early adulthood? Why or why not?
11. Did you ever participate in any extracurricular activities to alleviate your tics? Which ones?
12. What would you beleive are the most challenging obstacles to cope with your tics?
13. How has TS affected the way you live, from childhood to the present?
14. Was bullying any concern when you had TS?
15. How was your disorder viewed when you went to college? Were the people you met able to cope with your tics?
16. What is your opinion about how people view TS socially?
17. Would you beleive TS for you had more benefits than mishaps? If either, can you recall?
18. Would your tics act up during work, if they do, do you perform any techniques in order to sustain them?
19. How do you think your life would've been if you never had the disorder?
20. What do you think is most difficult having the disorder during adulthood?
21. Since your tics have pertained into adulthood, were the doses for your medications increased, or did they decrease because of better suppressing of your tics?
22. What advice would you offer to kids who have TS, so that they maintain a positive view of life?
23. What is TS in your opinion, based on your years of experience?
24. Was there a significant increase of medication when you reduced adulthood?
25. How as an adult, does the public view your tics?
26. Did you commit to any treatment as a child to alleviate your tics?
27. Would you consider being productive effective now as an adult, or more as a child? Why?
28. What do you recommend for children with TS?
29. Who helped you to cope with TS the most?
30. EQ.
31. Social circles tend to contribute to TS, how were your friends able to cope with your tics?
2. I chose Dr. Rodriguez because I've been his patient since I found out I've been diagnosed with TS, and that I feel as if he has the experience to actually go more into depth about this medical condition.
3.A.)What courses did you take in order to become a neurologist?
B.) Was it your intension to go into the medical field, if not, why?
C.) What are some of the worst cases you've seen with your patients who also have TS?
D.) What are the correct steps for medical treatment for children with TS?
E.) Why is it that, when patients go to the doctors, they try to suppress their tics?
F.) If there is a 50% chance that a parent can pass down Tourette's to their child(ren), how come there is no gene to correctly identify Tourette's?
G.) In your best summary, what is Tourette's Syndrome from your expericne in the medical field?
Interview Questions 2
1. What courses are needed in order to become a neurologist?
2. What were the obstacles that needed to be overcomed to succeed in neurology?
3. What subject would you say you were and/or best at during college. Were those attributes necessary when taken into account for the medical field? If so, then why?
4.What college did you attend? What GPA did you need to have to qualify, and what was nesceesary to attend the college? Why was this college your choice, and in your opinion, was it the best choice? How many years did you stay? What degree were you able to achieve?
5. How were the first couple of years being a neurologist? Would you say that you were prepared for it? Do you like being a neurologist?
Interview Questions 4
1. During your childhood, how was Tourette's problematic for you at first?
2. What was the reaction given off by your fellow peers about your disorder?
3. Did Tourette's affect your ability to learn? If so or not, why?
4. Who would you consider to be the biggest supporter in treating your disorder?
5. What tics can you remember enduring throughout your childhood?
6. What was the process you went through in order to see if you were diagnosed with TS?
7. How did you discover you could be diagnosed with TS?
8. Were there many trials encountered in order to find the right medication to treat you tics?
9. How were your tics performed during late adolescence?
10. Would you consider that your tics have evolved when you reached early adulthood? Why or why not?
11. Did you ever participate in any extracurricular activities to alleviate your tics? Which ones?
12. What would you beleive are the most challenging obstacles to cope with your tics?
13. How has TS affected the way you live, from childhood to the present?
14. Was bullying any concern when you had TS?
15. How was your disorder viewed when you went to college? Were the people you met able to cope with your tics?
16. What is your opinion about how people view TS socially?
17. Would you beleive TS for you had more benefits than mishaps? If either, can you recall?
18. Would your tics act up during work, if they do, do you perform any techniques in order to sustain them?
19. How do you think your life would've been if you never had the disorder?
20. What do you think is most difficult having the disorder during adulthood?
21. Since your tics have pertained into adulthood, were the doses for your medications increased, or did they decrease because of better suppressing of your tics?
22. What advice would you offer to kids who have TS, so that they maintain a positive view of life?
23. What is TS in your opinion, based on your years of experience?
24. Was there a significant increase of medication when you reduced adulthood?
25. How as an adult, does the public view your tics?
26. Did you commit to any treatment as a child to alleviate your tics?
27. Would you consider being productive effective now as an adult, or more as a child? Why?
28. What do you recommend for children with TS?
29. Who helped you to cope with TS the most?
30. EQ.
31. Social circles tend to contribute to TS, how were your friends able to cope with your tics?
Presentations
Rough Draft
Topic: Tourette's Syndrome
Topic: Tourette's Syndrome
I went more into depth on where a person might've seen TS being exhibited, such as the media or out in public. I also want to explain what are the usual symptoms when dioagnosed with the disorder, and how society can affect one's personal being. Because with society not taking so kindly to TS, it can either make person have a better outlook, or can lead towards the awkward feeling of ever having TS. I also want to state what other medical conditions are associated with TS.
Discussion Questions to Consider
The most challenging part of the presentation was the gathering of facts, that shouldn't be repeated in the presentation, because it can get difficult to not spin around.
The difference between my literal and interpretive were that my facts shown how many people can get diagnosed with the severe tics, and the interpretive were that of those facts that I've learned from first hand experience and the knowledge of my other friends who have the disorder.
The using of props will acutally help, as if I were to go into detail about my prop, because it actually helps jot down info a lot quicker, and easier to remember facts.
Rough Draft for 20 minute Presentation
Topic: Tourette's Syndrome
EQ: What's most important for a person with TS to know?
Objective: To educate the class of East House about TS and it's classified levels of tics
Hook: Open up with one of my tics and ask the class what that was.
Intro: Open up with the founder and a little bit of history
Body: History
Level 1 Tics
Level 2 Tics
Level 3 Tics
Who has the Disorder
Activity: Have the class based on what I taught them, view some clips of patients exhibting the disorder. Than have the class identify what level tic it is. Be ready to back up your answer with evidence.
Conclusion: Debrief over what I taught and a little banner called Life's a Twitch.
Sources: Tourette's Syndrome and Human Behavior Book
My neurologist Dr. Rodriguez
TS Camp
Materials: Laptop, Youtube Clips, Power Point, Internet Cable, Possibly a Half Sheet of Paper, USB Drive
Conclusion: Say how, that as people, we all encounter obstacles, and the only thing we can do is to at least conquer them. With TS, you're given more than the average being, but some will prevail on their own, while other may require assisstance, but they will conquer them as well.
Topic: Tourette's Syndrome
- Origin of TS
- Who can be diganosed with the disorder
- What are the Symptoms
- The differences between mild and severe
- TS publicized in the media
- What steps can be taken to treat the disorder
Topic: Tourette's Syndrome
I went more into depth on where a person might've seen TS being exhibited, such as the media or out in public. I also want to explain what are the usual symptoms when dioagnosed with the disorder, and how society can affect one's personal being. Because with society not taking so kindly to TS, it can either make person have a better outlook, or can lead towards the awkward feeling of ever having TS. I also want to state what other medical conditions are associated with TS.
Discussion Questions to Consider
The most challenging part of the presentation was the gathering of facts, that shouldn't be repeated in the presentation, because it can get difficult to not spin around.
The difference between my literal and interpretive were that my facts shown how many people can get diagnosed with the severe tics, and the interpretive were that of those facts that I've learned from first hand experience and the knowledge of my other friends who have the disorder.
The using of props will acutally help, as if I were to go into detail about my prop, because it actually helps jot down info a lot quicker, and easier to remember facts.
Rough Draft for 20 minute Presentation
Topic: Tourette's Syndrome
EQ: What's most important for a person with TS to know?
Objective: To educate the class of East House about TS and it's classified levels of tics
Hook: Open up with one of my tics and ask the class what that was.
Intro: Open up with the founder and a little bit of history
Body: History
Level 1 Tics
Level 2 Tics
Level 3 Tics
Who has the Disorder
Activity: Have the class based on what I taught them, view some clips of patients exhibting the disorder. Than have the class identify what level tic it is. Be ready to back up your answer with evidence.
Conclusion: Debrief over what I taught and a little banner called Life's a Twitch.
Sources: Tourette's Syndrome and Human Behavior Book
My neurologist Dr. Rodriguez
TS Camp
Materials: Laptop, Youtube Clips, Power Point, Internet Cable, Possibly a Half Sheet of Paper, USB Drive
Artwork Showcase for Senior Project
Name: Andrew Garcia
Topic: Tourette’s Syndrome
EQ:What is most important for a person with Tourette’s Syndrome to know?
Idea: I want to show some of the productive activities I’ve done, such as artwork, and some construction with LEGOS, along with some photos I can showcase when I go cycling up at Santa Fe Dam. These activities require some concentration, for it keeps my tics suppressed during the duration of my productivity.
How it relates to my EQ: This relates to my EQ, because productivity is proven to alleviate TS symptoms due to the focus a person has on their activity, along with one of my answers for my EQ is to be productive. Not only does it help a patient cope with their tics, but it will benefit them long term, because of the amount of productivity a person dedicates.
Rough Draft Lesson Plan: Ok, so I don't know how the format for this is supposed to look like, for I thought I turned it in to Ogden, but....I'll give it my best.
EQ: What is the most important thing for a person with TS to know?
Topic: Tourette's Syndrome
Intro: I'll give some history and facts on the disorder, and a short summary on my service learning
Foundation: How I've been able to build up my knowledge about the disorder
Product: Knowing that I'll be able to apply what I've learned, due to what I've done specifically at Service Learning, and the people I've met throughout my progression, so that I may take on the field of neurology.
Body: Activities:
Symptoms A Marble Activity
Medication A TS Quiz
Treatment
Expression
Tourette's Syndrome Rough Draft Lesson Plan
Rough Draft Lesson Plan: Ok, so I don't know how the format for this is supposed to look like, for I thought I turned it in to Ogden, but....I'll give it my best.
EQ: What is the most important thing for a person with TS to know?
Topic: Tourette's Syndrome
Intro: I'll give some history and facts on the disorder, and a short summary on my service learning
Foundation: How I've been able to build up my knowledge about the disorder
Product: Knowing that I'll be able to apply what I've learned, due to what I've done specifically at Service Learning, and the people I've met throughout my progression, so that I may take on the field of neurology.
Body: Activities:
Symptoms A Marble Activity
Medication A TS Quiz
Treatment
Expression
Conclusion: Say how, that as people, we all encounter obstacles, and the only thing we can do is to at least conquer them. With TS, you're given more than the average being, but some will prevail on their own, while other may require assisstance, but they will conquer them as well.
PART I: Two-Hour Presentation
Two-Hour Presentation Student Assessment
(1) What assessment would you give yourself?
P+
Why? Because I actuallly recieved a lot of compliments afterwards, and that I presented a lot of factual information dealing with the medical field. And during my my activities I had some people come up to me and ask more question they had about Tourette's Syndrome.
(2) What is one thing you think you did well in the two-hour and why? I liked how I had good information about my service learning experience dealing with the medication that most Tourette's patients are prescribed on when first diagnosed. It seemed significant because most of the patients and work I endured at service learning actually got me more interested into pursuing a career in neuorology.
PART II: Overall Senior Project Experience
(3) What do you think you did well on in the project? What could you have done better? Please explain. I did well on my service and my first independent component, because service learning gave me a lot of information about what can occur when a paitent diagnosed with Tourette's checks in with their neurologist. I could've actually gotten more infromation from more than one neurologist.
(4) What is your EQ and what is the best answer to your EQ? My EQ is- What is most important for a person with Tourette's Syndrome to know? And my best answer is to Express your disorder freely in order to lead a more normal lifestyle.
(5) How has the last month of culminating events (e.g. I-Search, Two-Hour, Exit etc) affected your answer to your EQ? Has it changed? Why or why not? My I-Search was actually a component in which I was able to input what I was able to experience at Tourette's Camp, and the Two hour was enabling me to use all of the sources I found signifcant into one component. But my answers haven't cahnged, because it seems that in general when dealing with Tourette's patients, they don't know how to take initiative in being more open with their disorder, so it seems helpful that a person give them as many options for support as possible.
(6) What suggestions do you have in order to improve the senior project? Try to give some "breathing space" between components such as I-Search, Exit Interview, Creative Expression, and the Two Hour, because when it came down to it, it all was crammed together.
(7) Overall Senior Project Assessment
AE
Why? Because I gathered all the research requirements, I truned in my service learning, and my indepenent compnents on time, and that when it came down to my Two hour, a lot of people liked the answers I gave throughout my Two hour, and were able to get the questions they had about Tourette's Syndrome at the end of my Two hour.
Research Semester 1
1.) What is your topic? My topic is about Tourette's Syndrome, which is a neurological disease, that is often overlooked as an unusual medical condition.
2.) Why did you choose his topic? I chose this because I already had my information set, and my service learning is going in motion. I want to inform people about Tourette's, so that they may know what people with Tourette's endure with their daily life. I also have Tourette's, and some of my friends have Tourette's, so I thought it would be fun to interview them and others I meet at an annual camp for people with Tourette's.
3.)What do you hope to accomplish after studying this topic all year? I hope that I can inform people about this medical condition, and that I may discover more info about it from other people with it. With their and my first hand experience with the condition, I hope that myself may find new ways to have a better outlook.
2.) Why did you choose his topic? I chose this because I already had my information set, and my service learning is going in motion. I want to inform people about Tourette's, so that they may know what people with Tourette's endure with their daily life. I also have Tourette's, and some of my friends have Tourette's, so I thought it would be fun to interview them and others I meet at an annual camp for people with Tourette's.
3.)What do you hope to accomplish after studying this topic all year? I hope that I can inform people about this medical condition, and that I may discover more info about it from other people with it. With their and my first hand experience with the condition, I hope that myself may find new ways to have a better outlook.
Service Learning
What's your EQ?
What is most important for a person with TS?
What are your 3 preliminary answers?
Try to be productive as much as possible.
Try different types of medications that your body would prefer.
Avoid caffeine whenever you can, it will worsen the severity of tics.
Service Learning Administration
Kaiser Permanente
I basically study other patients at the hospital, along with my neurologist as my mentor, has me study different neurological disorders through standard issue textbooks. and pamphlets. And goes into depth on what examples of disorders he's witnessed.
Based on what I've learned at the hospital, the most important thing I've learned, is that there are many concepts to consider when dealing with conditions in the field of neurology. The rest is mostly classified...
December 12th
My supervisor instructs me to look up some information ahout Tourette's, and then in turn, he'll allow me to see his next patient. The patient checks in for mild expression of Tourette's. My supervisor tells the patient to try and get active to alleviate his tics.
December 15th
My supervisor tells me he will be going on vaction next week, and that during that time, he'll put me under the instructions of Dr. Luna. We did a few rounds up at the hospital at then checked in back at his office. His next patient tells him about some form of depression, which my supervisor tells him that he should check in with psychology.
March 17th
I'm starting my service learning again, and my supervisor instructs I read about Epillepsy. He let me see about six of his patients today. My supervisor gives me pamphlet about Epillepsy, and say to read it, and look up for info about it, for he's going to quiz me the next day.
March 18th
I check in at Kaiser, and my supervisor allows me to come with him to do his rounds up at the hospital. After he completes his work, I am tested about Epillepsy in his office, giving him a summary about the disorder. We saw some more patients dealing with white inflammation in the brain. I'm then told to read about Multiple Sclerosis and take some notes. He asks what information I've written up, and then I'm releived of Service Learning for today.
March 22nd
I'm greeted at Kaiser with my supervisor sharing his lunch with me, and we have a short discussion about what I learned about Multiple Sclerosis. He debriefs me about the next patient we are about to see, who is checking in for seizures. He tells me to look up at home, what is the difference between a seizure and Epillepsy.
March 24th
I come back telling the difference with my supervisor about Epillepsy and seizures. We check on a patient who is seeing him for some muscular discomfort in his right eye, which my supervisor injects serum in order to treat him.
March 25th
I check in at Kaiser again, and this time, we are going to see if a child is diagnosed for Tourette's Syndrome. After reviewing the patient, he is positive for Tourettes, my supervisor and I give the child and his parent details about the disorder. My supervisor asked me what I noticed in the patients expression of his tics. I gave my opinion about his disorder, and my supervisor said it was correct.
April 5th
I'm with my supervisor who makes his rounds up at the hospital again, and then we are to see a patient in the MR room, where he checks the patients kinetic energy in his knee. He performs some procedure with these pads connected to a EEG.
April 7th
I check in, and find out one of the patients is not going to show up, and that my supervisor has to do some rounds at the hospital again, but they won't allow me to see the patients. So my supervisor puts me in the hands of another instructor for the rest of the day. I see a patient who check in for Parkinson's disease. She check his medical record, and gives him a summary based on what she saw the patients perform during his checkup.
April 14th
I check in at Kaiser, and I feel a little woozy. My supervisor wants to know if I'm able to stay a full shift with him at the neurology department today, which I was able to. One of his patients checked in for some seizures, and my supervisor asks the patien if he can recall any of them within the past couple of months, he didn't have any. His next patients checks in for some Alzheimer's, which my supervisor notices is actually worsening. His only recommendation is to keep his daily dose of medication, and keep doing what he's done to sustain the patient's Alzheimer's.
April 15th
I check in at Kaiser again, for yet another full shift in the neurology department. I see one of my supervisor's patient's for some Muscular Dystrophy. My supervisor then instructs me to read about Musular Dystrophy, and then give him a summary about the disorder. His next patient is a child who checks in for some "seizures", turns out that the child merely fainted.
April 22nd
I see on my supervisor's patients for Tourette's Syndrome, who express a severe form of it. I ask him about how it's like to deal with the disorder, at an older age. My instructor then asks what tics do I notice that he expresses. My supervisor informs me about some of the side effects that come with the medication that he takes. My supervisor's next patient deals with Parkinson's, in which my supervisor asks him to try and walk in the hallway for a review. I then look up some information about Parkinson's Disease. His next patient then checks in for an Alzheimer's diagnosis, which she does check for positive Alzheimer's. My supervisor asks the patient to recite some answers he's given he, in which the test deals with memory.
May 12th
It is my last day over at nuerology, and I see a patient who checked in for Muscular Dystrophy. And the last patient of the day, checks in for some Mental Retardation, and then I left Kaiser with all the goodbyes from the staff.
What is most important for a person with TS?
What are your 3 preliminary answers?
Try to be productive as much as possible.
Try different types of medications that your body would prefer.
Avoid caffeine whenever you can, it will worsen the severity of tics.
Service Learning Administration
Kaiser Permanente
I basically study other patients at the hospital, along with my neurologist as my mentor, has me study different neurological disorders through standard issue textbooks. and pamphlets. And goes into depth on what examples of disorders he's witnessed.
Based on what I've learned at the hospital, the most important thing I've learned, is that there are many concepts to consider when dealing with conditions in the field of neurology. The rest is mostly classified...
December 12th
My supervisor instructs me to look up some information ahout Tourette's, and then in turn, he'll allow me to see his next patient. The patient checks in for mild expression of Tourette's. My supervisor tells the patient to try and get active to alleviate his tics.
December 15th
My supervisor tells me he will be going on vaction next week, and that during that time, he'll put me under the instructions of Dr. Luna. We did a few rounds up at the hospital at then checked in back at his office. His next patient tells him about some form of depression, which my supervisor tells him that he should check in with psychology.
March 17th
I'm starting my service learning again, and my supervisor instructs I read about Epillepsy. He let me see about six of his patients today. My supervisor gives me pamphlet about Epillepsy, and say to read it, and look up for info about it, for he's going to quiz me the next day.
March 18th
I check in at Kaiser, and my supervisor allows me to come with him to do his rounds up at the hospital. After he completes his work, I am tested about Epillepsy in his office, giving him a summary about the disorder. We saw some more patients dealing with white inflammation in the brain. I'm then told to read about Multiple Sclerosis and take some notes. He asks what information I've written up, and then I'm releived of Service Learning for today.
March 22nd
I'm greeted at Kaiser with my supervisor sharing his lunch with me, and we have a short discussion about what I learned about Multiple Sclerosis. He debriefs me about the next patient we are about to see, who is checking in for seizures. He tells me to look up at home, what is the difference between a seizure and Epillepsy.
March 24th
I come back telling the difference with my supervisor about Epillepsy and seizures. We check on a patient who is seeing him for some muscular discomfort in his right eye, which my supervisor injects serum in order to treat him.
March 25th
I check in at Kaiser again, and this time, we are going to see if a child is diagnosed for Tourette's Syndrome. After reviewing the patient, he is positive for Tourettes, my supervisor and I give the child and his parent details about the disorder. My supervisor asked me what I noticed in the patients expression of his tics. I gave my opinion about his disorder, and my supervisor said it was correct.
April 5th
I'm with my supervisor who makes his rounds up at the hospital again, and then we are to see a patient in the MR room, where he checks the patients kinetic energy in his knee. He performs some procedure with these pads connected to a EEG.
April 7th
I check in, and find out one of the patients is not going to show up, and that my supervisor has to do some rounds at the hospital again, but they won't allow me to see the patients. So my supervisor puts me in the hands of another instructor for the rest of the day. I see a patient who check in for Parkinson's disease. She check his medical record, and gives him a summary based on what she saw the patients perform during his checkup.
April 14th
I check in at Kaiser, and I feel a little woozy. My supervisor wants to know if I'm able to stay a full shift with him at the neurology department today, which I was able to. One of his patients checked in for some seizures, and my supervisor asks the patien if he can recall any of them within the past couple of months, he didn't have any. His next patients checks in for some Alzheimer's, which my supervisor notices is actually worsening. His only recommendation is to keep his daily dose of medication, and keep doing what he's done to sustain the patient's Alzheimer's.
April 15th
I check in at Kaiser again, for yet another full shift in the neurology department. I see one of my supervisor's patient's for some Muscular Dystrophy. My supervisor then instructs me to read about Musular Dystrophy, and then give him a summary about the disorder. His next patient is a child who checks in for some "seizures", turns out that the child merely fainted.
April 22nd
I see on my supervisor's patients for Tourette's Syndrome, who express a severe form of it. I ask him about how it's like to deal with the disorder, at an older age. My instructor then asks what tics do I notice that he expresses. My supervisor informs me about some of the side effects that come with the medication that he takes. My supervisor's next patient deals with Parkinson's, in which my supervisor asks him to try and walk in the hallway for a review. I then look up some information about Parkinson's Disease. His next patient then checks in for an Alzheimer's diagnosis, which she does check for positive Alzheimer's. My supervisor asks the patient to recite some answers he's given he, in which the test deals with memory.
May 12th
It is my last day over at nuerology, and I see a patient who checked in for Muscular Dystrophy. And the last patient of the day, checks in for some Mental Retardation, and then I left Kaiser with all the goodbyes from the staff.
Tuesday, August 31, 2010
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