History and examination



History and examination


The cornerstone of clinical practice continues to be history-taking and clinical examination. Good doctors will continue to be admired for their ability to distil the important information from the history, for their clinical skills, for their attitude towards patients and for their knowledge of diseases, disorders and behaviour problems.


Parents are acutely interested in and anxious about their children. They will quickly recognise doctors who demonstrate interest, empathy and concern. They will seek out doctors who possess the appropriate skills and attitudes towards their children.


In approaching clinical history and examination of children, it is helpful to visualise some common clinical scenarios in which children are seen by doctors:




The aims and objectives are to:




The above can be summarised by the acronym HELP:




Key points in paediatric history and examination are:





Taking a history


Introduction






• When you welcome the child, parents and siblings, check that you know the child’s first name and gender. Ask how the child prefers to be addressed.


• Introduce yourself.


• Determine the relationship of the adults to the child.


• Establish eye contact and rapport with the family. Infants and some toddlers are most secure in parents’ arms or laps. Young children may need some time to get to know you.


• Ensure that the interview environment is as welcoming and unthreatening as possible. Avoid having desks or beds between you and the family, but keep a comfortable distance.


• Have toys available. Observe how the child separates, plays and interacts with any siblings present.


• Do not forget to address questions to the child, when appropriate.


• There will be occasions when the parents will not want the child present or when the child should be seen alone. This is usually to avoid embarrassing older children or teenagers or to impart sensitive information. This must be handled tactfully, often by negotiating to talk separately to each in turn.



Presenting symptoms


Full details are required of the presenting symptoms. Let the parents and child recount the presenting complaints in their own words and at their own pace. Note the parent’s words about the presenting complaint: onset, duration, previous episodes, what relieves/aggravates them, time course of the problem, if getting worse and any associated symptoms. Has the child’s or the family’s lifestyle been affected? What has the family done about it?


Make sure you know:




The scope and detail of further history-taking are determined by the nature and severity of the presenting complaint and the child’s age. While the comprehensive assessment listed here is sometimes required, usually a selective approach is more appropriate (Fig. 2.3). This is not an excuse for a short, slipshod history, but instead allows one to focus on the areas where a thorough, detailed history is required.











An approach to examining children


Obtaining the child’s cooperation





Adapting to the child’s age


Adapt the examination to suit the child’s age. While it may be difficult to examine some toddlers and young children fully, it is usually possible with resourcefulness and imagination on the doctor’s part.








Examination


Initial observations


Careful observation is usually the key to success in examining children. Look before touching the child. Inspection will provide information on:








Respiratory system


Cyanosis


Central cyanosis is best observed on the tongue.



Clubbing of the fingers and/or toes


Clubbing (Fig. 2.6a) is usually associated with chronic suppurative lung disease, e.g. cystic fibrosis, or cyanotic congenital heart disease. It is occasionally seen in inflammatory bowel disease or cirrhosis.



Tachypnoea


Rate of respiration is age-dependent (Table 2.1).


Aug 17, 2016 | Posted by in PEDIATRICS | Comments Off on History and examination

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