 Now, like you're way off, like this child had an air infection and... What's up you guys? Sit down and welcome back to my channel. So for those of you who are new, thank you so much for choosing to spend your whatever day that ends in Hawaii with me. I really appreciate that. I invite you to take a look around my channel. If you like what you see, go ahead and subscribe. So today I am going to be talking about all of the juicy details of everything that I did on my pediatric rotation. I know that many of you already know that I'm really into women's health, but I also really like peeds and so I had a really good time on my pediatric rotation. So I did my pediatric rotation outpatient because I got a lot of peeds inpatient as well through the emergency department. So I was able to see a lot of peeds come into the ED. But when you're doing outpatient stuff, it's a little bit different. It was a lot of... What would I call it? It was a lot of like wellness visits during that time because a lot of kids were getting ready to start applying for their new year of either college or a new school that they were going to. So I saw a lot of well children, which was good because it's good to see all of what the normal should look like so that you know what the abnormal looks like when you see it. So my days always started off around like 7.30, 5.00, 8.00. I had to be in the office for eight, but I would usually get there maybe like 10 to 15 minutes a little bit early just so that I can see all of the patients that we had on the schedule for the day because the practice that I was at had it so that patients could also schedule their own appointments or if they were calling into the physician during off hours and she was like, okay bring them in in the morning. That may not have been on the schedule the day before when I saw it. So I would always come in a little bit early, get myself settled so that I could know exactly what we were going to be seeing that day. And I really liked it because I got to see a whole lot of patients. She let me go in and see pretty much everybody first and then she'd come in after me like we'd go in together. She'd have me tell her exactly what I thought and then we'd go in together. So for instance, if we had a patient in that was coming in for like sore throat symptoms, well let's go with GI symptoms because we had a whole lot of that. So stomach is hurting, running a little bit of a fever and they've been vomiting. So I would go in and I would, well first the MA would go in and try out the patient, just kind of get their vitals and like where they're, you know, setting out with their O2 saturation, their BP, their temperature, things that are really important when trying to diagnose like what's going on with an adolescent or a child or an infant. So they would get all of those and then they would come in and report it back to me and then from that moment on I would go in. So when I went in I would still, you know, do not really vitals but I'd still do like listen to heart, lungs and do my own temperature because sometimes the temperature that they may have had initially has gone up especially if they're running like a low grade fever and they may have had medication the morning before like when their parents woke them up and they felt that they were hot, they may have given them some meds and brought their temperature down but now, you know, their temperature has risen again. So it's always important to recheck the temperature when you're going in because you just don't know exactly where it's going to be. So from that, I would go in, I would get the history, just kind of be like, hey, so my name's Adana, I'm the PE student, what's bringing you in today and it was really cool, you know. I'm sitting down and they're talking to me. The kids that could talk to me was nice because it's nice talking to children. Like they say the funniest things and trying to get a history from them can be difficult but that's why you have their parents there as well to help. So after I've gotten the history, just kind of like going through my old cart, so the onset of their symptoms, the location of it, the duration, you know, the characteristic, if it was their abdomen, I'd be like, so do you have pain? Is the pain achy? Is it crampy? Is it sharp? Help me describe the pain, to ease that pain out. And then I would ask them, you know, is there anything that makes it better or anything that makes it worse, such as eating or defecating? Or have they had like diarrhea? So, you know, I'd go through, try to get some of these things, have they tried anything to alleviate their pain and have they had any sick contacts and are they up-to-date on all of their immunizations? So that's really, really big in the PEETS population, just understanding, hey, are these children up-to-date on their immunizations because that might be something that might be causing, you know, the symptoms that they're having. So once I've gone through all of that information, then I would go and I'd do my physical exam. So, of course, I'm listening to the heart and lungs. I'm doing my own temperature. And then I'm going more specific to exactly where, you know, their chief complaint is. So I'm not going to do a full, comprehensive exam if you're coming in for stomach pain or throat pain. You know, I'm going to spend more time in that area, but I'm going to do general things just to make sure, like, reflexes are intact. You know, it's not anything neurological, that kind of stuff. So after I'd go through that, then I'd be like, okay, so, you know, I think that this is what's going on. Let me go talk to doctor so-and-so and then we'll come in together and tell you exactly what the plan moving forward is for your child. Or sometimes I would tell them, like, a tentative plan and then I would go and talk to my attending. So then when I'd go and I'd report, I would let them know, like, hey, you know, this is what I think is going on with the patient. I'd give the history, just kind of that HPI of the illness that they're presenting with today. And then we'd go in together and she would go in and she would talk to the patient. And she does a lot of talking, which was cool, you know, like they had a really good relationship. So she'd go in and she'd speak with the patient and then after that she will come out and we'll tell them what they're doing, what we want them to do, and then we'll come out and we'll be like, she'll be like, oh, yeah, you know, great job. You were right on the money with that one. Or no, like you're way off, like this child had an air infection and for air infections, like some of the times like it was really easy to tell like, hey, this is an air infection. And then some of the times it's like, well, I don't know. Like you would see like these injected blood vessels and in the pictures that you've seen for like normal airs, it's just like, you know, white, pearly, TM, like everything looks great. There's no like little streaks of blood vessels being injected in. But like sometimes there is and the air is still like pretty normal. So it was hard for me because I hadn't like seen a lot of airs, I guess you can say, but I got a lot of airs in this rotation. So I was able to kind of just really get good at diagnosing air infections, which is like pretty big in the pediatric population. But that was something that I was struggling with. So yeah, it might have been like a, no, you were way off. You know, it's not just this. They have also like a concomitant air infection or they've crewed, whatever the case may be. I was the one who was doing all of like the prescribed medications. So I got really good at that as well. And if you are in need of like a dose calculator because those of you who are in medicine, you know that pediatric dosing is like absolutely crazy. Right? It's not super straightforward. So you have to do all this calculation. But apocrates has a really good calculator that you, if you download the app for the apocrates app for your phone, once you go into that medication, if you put that particular dose for, let's say, augmentin, and you chose the, you know, a typical dose, then you just put in the child's weight and the information that it's asking for. And it calculates it out for you, which is, which was like a lifesaver. But I would do this throughout the day. And so I would see both sick and well visits, which was cool. I'd do like pre-op physicals, sports physicals, you know, like return to place stuff as well, which was like nice getting a wide variety. And my day was like from eight to three slash eight to two, eight to four, it depended on like how, you know, long or how packed our schedule was. But typically it was like eight to four. Sometimes I would leave like a little bit later than four, like five, five, 30, because I was charting and I got a lot of charting experience done on my pediatric rotation. And I think I'll probably get a lot of experience with charting on my primary care rotation as well, because I feel like outpatient is a little bit more lax in what they allow you to do in the hospital. We're not really allowed to do that for whatever reason. You know, we just kind of chart in a Word document and then the PA will look at it and see if they like that. And then they can just copy and paste it into their own chart and it's under their name. But for my pediatric rotation, I was just able to chart right there and, you know, sign my actual name to the note along with my attending, which is cool. So I did that and did it for four weeks. And then I did another like elective in it because I really liked it. And I was happy. Like I was in and out like eight or four. It was like a nice thing. We didn't really work on Thursdays. It was more like an administrative day. So I did independent learning, independent studying, which was cool. So like I had a day off during the week. She didn't have any weekend hours. It was amazing. Like that was a really nice schedule. So, you know, that's part of trying to figure out these rotations and the specialty that you want to go into. Like what schedule is it that you want? And so I liked that one. That was a really, really nice one. And I was able to like go home and see my kids and, you know, go out to the park with them and just do random things that I wasn't necessarily able to do when I was working like a nine to seven or a nine to six shift in the ED or, you know, working 12-hour ships, 312s or the 24s. I was able to do that all throughout the week. So that was cool. But that was it. That was my pediatric rotation. I just was in and out like seeing patients. I was able to like give a couple of injections, which was cool because, you know, you don't really get to do that. So just kind of re-upping on what you learn in ACPs was a really like good thing for me. It's a good skill set to have. And then just working on my documentation. So I really liked it. If you are interested in PEEDS, I suggest that you get both outpatient and inpatient experience just to see which one you like better and see which lifestyle you like better. But I hope you enjoyed this video. If you have any questions for me, please leave them in the comment section below. Be sure to subscribe and follow me on Instagram at adanathepa.com. Thank you guys. I will talk to you guys next time. Bye.