BostonUniversitySchool of Medicine
EOSYA Sample Case
Woman with Blurry Vision
SAMPLE CASE
BostonUniversitySchool of Medicine Clinical SkillsCenter
Author’s Name: Lorraine Stanfield, M.D., BUSM
Date: 11/04 Clerkship: EOSYA
Anticipated Time: 17 minutes for focused H & P
OUTLINE FOR FOCUSED PROBLEMS
Short Case Title:Woman with Blurry Vision
(Students: Note this is the patient’s “script”. You would only see the “Opening Scenario” on page four.)
Loretta Jamison, a 45-year-old woman, presents to a primary care center for evaluation of blurry vision.
Ms. Jamison, who works as an accountant, has been noticing progressive worsening of vision over the past six months. At first she only noticed it late in the day after she had been working on the computer for many hours. Now she has difficulty seeing the computer screen even earlier in her work day. Distancing herself from the screen seems to help the blurriness somewhat, but then the numbers seem very small.
Associated Symptoms:
At times Ms. Jamison’s vision problem is associated with a mild headache in late afternoon felt as a pressure across her forehead. Tylenol and rest (stopping reading, lying down) help resolve it. At worst the pain is described as a 4-5/10 on the pain scale, but it can persist for several hours. The headaches have only been happening for the past two months and are unchanged, occurring 2-3 days/week.
She has good energy and denies polydipsia, nausea, vomiting, polyuria, or sx of rhinitis, as well as muscle weakness or numbness. She has noted an increase in urination x 3 months. She wonders if this is related to a diet she has been on that recommends increased water intake. She has lost 3 lbs. on this diet. She has not been to see an eye doctor in about 10 years, and never wore glasses. She denies floaters or visual scotomata.
Social History:
Ms. Jamison has been under some stress at work recently. She was promoted one year ago and has had to work longer hours. The company has been downsizing and several colleagues have been laid off. While she doubts her job is in jeopardy it has been upsetting, and has increased everyone’s work load. She never married, and is not involved with a sexual partner. She is involved in a local theater company and enjoys doing community productions. Ms. Jamison lives with her elderly parents. Her mother suffers from arthritis and diabetes.
Ms. Jamisonsmokes ½ pack a day, has a rare glass of wine (CAGE -) and never used drugs. She drinks three cups of coffeeper day (increased over baseline).
The patient’s concern, if asked, is that she may have diabetes and that this is affecting her vision. Her aunt is legally blind from complications of diabetes.
PHx:
Left carpal tunnel surgery – 1997
Medication – daily multivitamin, occasional Tylenol for headache
Allergies –Keflex causesrash
Habits:
Smokes one-half pack per day x 15 years
Rare glass of wine
CAGE –
No recreational drugs
Psychosocial:
Single, without sexual partner. Works full time as an accountant. Does community theater.
FHx:
Father – alive and well
Mother, age 75, DM, osteoarthritis
Maternal aunt – DM, legally blind
DESCRIPTION OF PATIENT, PATIENT BEHAVIOR, AFFECT, MANNERISMS
Attitude: Actively seeking help, appears worried about her symptoms though it is not apparent why. Will not openly state her concern (of diabetes) unless asked. If the student tries to reassure her without knowing what her concern is, she will say: “But how do you know it is not something serious?”
The patient would like to quit smoking and agrees to try if asked.
Appearance: Well dressed, obviously concerned.
PATIENT DEMOGRAPHICS
1)Age range: 35-50
2)Gender: female
3)Race: African-American, could be any
4)Socioeconomic level: middle class
5)Educational level: two-year college degree
ANY QUESTIONS PATIENT WILL CONSISTENTLY ASK OR
CHALLENGES THAT PATIENT WILL PRESENT TO EXAMINER
“I am having trouble completing my work because I do so much on the computer.”
“Can you figure out what is wrong?”
PROPS NEEDED FOR CASE
Visual acuity testing card
OPENING SCENARIO
Name: LorettaJamison
Age:45
CC:Blurry vision
You are working with a primary care doctor at a neighborhood health center. Your next patient is LorettaJamison, a 45-year-old woman who presents for evaluation of blurry vision
Vital Signs:
BP 110/80
Heart Rate 72 bpm
Temperature 98.4°F
You have 17 minutes to:
- Obtain a focused and relevant history.
- Perform a focused and relevant physical examination(DO NOT REPEAT VITAL SIGNS).
- Counsel the patient where appropriate.
- Discuss your findings and your diagnostic impressions with the patient.
- Discuss your initial management plans with the patient.
You have 10 minutes to:
After seeing the patient, complete the related paperwork.
You have 10 minutes to:
Return to the room to receive feedback from the patient.
BostonUniversitySchool of Medicine
EOSYA Sample Case
Woman with Blurry Vision
HISTORY CONTENT CHECKLIST
1. / Examiner introduces self and explains his/her role or position.2. / Examiner asks or uses patient's name.
3. / Chief complaint: blurry vision
4. / Onset – 6 months
5. / Pattern: worsening, progressing
6. / Setting: used to be late in day, now all day
7. / Setting: difficulty seeing computer screen
8. / Associated symptoms: headache
9. / Quality: frontal pressure
10. / Severity: up to 4-5/10
11. / Duration: up to several hours
12. / Pertinent positives: increased coffee consumption
13. / Pertinent positives: job stress
14. / Pertinent negatives: no nausea or vomiting, no visual aura
15. / Pertinent negatives: no recent eye exam or no history of glasses
16. / Alleviating factors: Tylenol for headache
17. / Alleviating factors: distancing herself from computer screen
18. / ROS +polyuria
19. / ROS + 3 pound weight loss
20. / ROS – no fever or no nasal congestion
21. / PHx – carpal tunnel surgery
22. / Medication – multivitamin
23. / Allergies: keflex - rash
Habits:
24. / Smoker – ½ PPD x 15 years
25. / ETOH – rare drink
26. / CAGE negative
27. / Recreational drugs – never
28. / Psychosocial – single, no sexual partner
29. / Occupational history – accountant
30. / FHx – mother DM, aunt DM/legally blind
31. / Diagnostic impression discussed with patient
32. / Counseling – cut down on coffee, may be causing headacheor recommend quit smoking
33. / Elicited concern: diabetes
34. / Initial management plans discussed with patient
BostonUniversitySchool of Medicine
EOSYA Sample Case
Woman with Blurry Vision
Excerpted from the MASTER INTERVIEW RATING SCALE
UMassMedicalSchool Standardized Patient Program
ITEM 1 - ORGANIZATION
[5][4][3][2][1]
The interviewer structures The interviewer seems to followThe interview seems
the interview with a clear systematically a series of topicsdisjointed and unorganized.
beginning, a middle, and end. or agenda items most of the time.
In the opening, the interviewerHowever, parts of the interview
identifies himself and his rolemight be better organized.
and determines the agenda for the OR
interview. The body of the inter-The body of the interview is
view consists of a series of topicsorganized but there is no clear
(chief complaint, past history, opening or no closure.
etc.) pursued systematically. The
interview is closed (quality of
closure is judged later).
ITEM 3 - TRANSITIONAL STATEMENTS
[5][4][3][2][1]
The interviewer utilizes tran-The interviewer sometimes intro-The interviewer progresses
sitional statements when pro-duces subsections with effectivefrom one subsection to another
gressing from one subsectiontransitional statements, but failsin such a manner that the
to another which assure theto do so at other times. Some ofpatient is left with a feeling
patient that the information the transitional statements usedof uncertainty as to the
being sought is necessary andare lacking in quality, e.g., "Nowpurpose of the questions. (No
relevant, e.g."Now I'm going to I'm going to ask you some questions transitional statements are
ask you some questions about your about your family."made.)
family because we find that there
are certain diseases that occur among
blood relatives, and it will help us
to know what health risks are in your
family."
ITEM 4 - QUESTIONING SKILLS - TYPE OF QUESTION
[5][4][3][2][1]
The interviewer begins informationThe interviewer often fails toThe interviewer asks many
gathering with an open-ended begin a line of inquiry withwhy questions, multiple
question. This is followed up byopen-ended questions but ratherquestions, or leading
more specific or direct questionsonly employs specific or direct questions, e.g., "Your
which allow him to focus in on the questions to gather information.child has had diarrhea,
pertinent positive and negative ORhasn't he?". "You want your
points that need further elaboration. The interviewer uses a few leading,child to have a tetanus shot, each major line of questioning is why, or multiple questions. don't you?'
begun with an open-ended question.
No poor questions are used.
ITEM 7 - QUESTIONING SKILLS - SUMMARIZING
[5][4][3][2][1]
The interviewer summarizes the The interviewer sometimes sum-The interviewer fails to
data obtained at the end of eachmarizes the data at the end ofsummarize any of the data
major line of inquiry or sub- some lines of inquiry but failsobtained.
section (i.e., History of Presentto do it consistently or completely.
Illness, Past Medical History), in
an effort to verify &/or clarify
the information or as a precaution
to assure that no important data
are omitted.
ITEM 8 - QUESTIONING SKILLS - LACK OF JARGON
[5][4][3][2][1]
The interviewer asks questions andThe interviewer occasionally usesThe interviewer uses difficult
provides information in languagemedical jargon during the inter-medical terms and jargon
which is easily understood; contentview, failing to define thethroughout the interview.
is free of difficult medical termsmedical terms for the patient un-
and jargon. If jargon is used, theless specifically requested to do
words are immediatelydefined forso by the patient.
the patient. Language is used that
is appropriate to the patient's level
of education.
ITEM 10 - RAPPORT-FACILITATIVE BEHAVIOR
[5][4][3][2][1]
The interviewer puts the patientThe interviewer makes some use ofThe interviewer makes no
at ease and facilitates com-facilitative techniques but couldattempt at putting the patient
munication by using primarily non-be more consistent. One or twoat ease. Body language is
verbal techniques including goodtechniques are not used effectively,negative or closed or an
eye contact, relaxed, open body e.g., frequency of eye contact couldannoying mannerism (foot or
language, an appropriate facialbe increased or some physicalpencil tapping) intrudes on
expression and tone of voice, and barrier may be present.the interview. Eye contact
by eliminating physical barriersis not attempted.
(such as sitting behind the desk or
standing over a patient's bed).
Verbal cueing (uh-huh, yes, go on..)
or echoing a few words of the
patient's last sentence is also used.
When appropriate, physical contact
is made with the patient.
ITEM 11 - RAPPORT - POSITIVE VERBAL REINFORCEMENT
[5][4][3][2][1]
The interviewer provides the The interviewer is neutral, The interviewer provides no
patient with intermittent positiveneither overly positive orsupport. He uses a negative
verbal reinforcement and feedback,negative in dispensing feed-emphasis or openly criticizes
such as verbally praising the patientback. He doesn't display muchthe patient (e.g., "I can't
for proper health care technique.empathetic behavior or does so inbelieve you smoked three
("It's wonderful that you've stoppeda detached fashion. Verbal re-packs a day.")
smoking.") Positive verbal inforcement could be used more
re-inforcement should be content - effectively.
specific. The interviewer also
displays empathetic behavior and
acknowledges the patient's stress
or distress. ("That must have been
very difficult for you.") The in-
terviewer validates the patient's
feelings. ("Anyone dealing with this
problem would feel angry, etc.")
ITEM 12 - PATIENT'S PERSPECTIVE
[5][4][3][2][1]
The interviewer elicits the patient's The interviewer elicits only some of The interviewer fails to elicit
perspective on his illness, in-the patient's perspective on histhe patient's perspective, or
cluding his beliefs and concernsillness or his hidden concerns.to elicit any hidden concerns.
about its etiology and his under-
standing about its treatment and
prognosis. The interviewer
specifically questions for hidden
concerns.
ITEM 19 - RAPPORT - ENCOURAGEMENT OF QUESTIONS
[5][4][3][2][1]
The interviewer encourages the The interviewer provides theThe interviewer fails to
patient to ask questions aboutpatient with the opportunity toprovide the patient with the
the topics discussed. He also discuss any additional pointsopportunity to ask questions
gives the patient the opportunityor ask any additional questionsor discuss additional points.
to bring up additional topics orbut neither encourages nor dis-The interviewer may
points not covered in the interview,courages him, e.g., "Do you havediscourage the patient's
e.g., "We've discussed many things.any questions?". This is usuallyquestions, e.g., "We're out
Are there any questions you might done at the end of the interview.of time."
like to ask concerning your problem?
Is there anything else at all that
you would like to bring up?" This
is usually done at the end of the
interview.
Communication Skills
Would you rate the examiner's communication skills (including his ability to provide thorough and accurate information in clear, appropriate language, and his encouragement of questions) as:
Excellent Very good Good Barely adequate Poor
Rapport
Would you rate the examiner's ability to establish a good relationship (including listening carefully without interruption, asking thoughtful questions, encouraging the patient's input and facilitative behavior) as:
Excellent Very good Good Barely adequate Poor
Personal Manner
Would you rate the examiner's personal manner (including courtesy, respectfulness, sensitivity and friendliness) compared to other doctors you have seen as:
One of the Above AverageBelowOne of the
best (10%) Average (20%) (30%)Average (20%)Worst (10%)
Adapted from Mary M. Philbin, Paula L. Stillman, M.D., 1990
BostonUniversitySchool of Medicine
EOSYA Sample Case
Woman with Blurry Vision
PHYSICAL EXAMINATION CHECKLIST
1. / Wash hands2. / Visual acuity – near testing
3. / Visual acuity – proper technique
4. / Examine external eyes (must use light source)
5. / Extraocular movements
6. / Funduscopic exam: performed
7. / Funduscopic exam: proper technique
8. / Assess for sinus tenderness by palpation or percussion
9. / Examine nasal mucosae (must use light source and ear speculum)
10. / Examine teeth
11. / Examine posterior pharynx (say “ahhh”)
12. / Neck – palpation
13. / Neck - ROM
LorettaJamison
Differential Diagnosis:
Presbyopia
Cataracts
Glaucoma
Macular Degeneration
Diabetes
Eye Strain
Migraine
BostonUniversitySchool of Medicine
EOSYA Sample Case
Woman with Blurry Vision
You now have ten minutes to complete the write-up.
1. Succinctly summarize the patient’s HISTORY including pertinent positives and negatives relating to the chief complaint. Include not only the HPI but also past history, medication, allergies, habits, family history, and psycho-social history.
2. Summarize pertinent findings you noted on PHYSICAL EXAMINATION.
3. Create a DIFFERENTIAL DIAGNOSIS of up to (but not more than) five items.
1.
2.
3.
4.
5.
LORETTAJAMISON: PEP SCORESHEET
1. / Age 452. / CC: blurry vision
3. / Onset: 6 months ago
4. / Setting: can’t read computer screen
5. / Progression: worsening
6. / Associated symptoms: headache
7. / Pertinent positives: polyuria
8. / Pertinent positives: 3 pound weight loss
9. / Pertinent negatives: no neurological or visual symptoms
10. / Pertinent negatives: no recent eye evaluation
11. / Medications – multivitamin
12. / PHx: allergic rhinitis
13. / Allergies – Keflex causes rash
Habits:
14. / Smoker – ½ PPD x 15 years
15. / FHx - DM
PE findings:
16. / Descriptive statement
17. / Visual acuity listed
18. / External eye exam
19. / Funduscopic exam
20. / Neck tenderness (or ROM)
Differential Diagnosis:
21. / Presbyopia
22. / Cataracts
23. / Glaucoma
24. / Macular Degeneration
25. / Diabetes
26. / Eye Strain
27. / Migraine