Introduction

The Fluid Management module challenges students to broaden their differential diagnoses when approaching a patient who has abdominal pain. This can be applied to inpatient and primary care settings.

This module forms part of the Core Curriculum.

• It requires 30 minutes preparation.

• It can be taught in 1 hour

• Preparation materials

  • Fluid order forms

  • Fluid balance charts

  • Physical samples of fluid and electrolyte products for students to handle (i.e Saline bags, Slow K tablets, lines, etc)

Teaching approach

As with all modules, familiarise yourself with the NPMT principles.

Fluid management is one of the most common activities of a junior doctor, yet it is one of the most challenging topics to teach effectively. We’ve found that a step-by-step approach, with a focus on clinical scenarios (rather than minute) is the most effective way to approach its.

This module aims to teach students to:

1. Understand the role of fluids and the body:

   • Fluid inputs and outputs

   • The fluid balance chart.

2. Understand how to conduct a fluid assessment.

3. Understand the fluid requirements a particular patient.

4. Familiarise themselves with key replacement products.

5. Introduced key electrolytes:

   • Understand common derangements and their presentation

   • Understand in general terms methods of electrolyte replacement.

6. Chart fluids with scenarios.

Tips & Tricks

Here are some tips how to run the session effectively:

• Be as interactive as possible

• Provide completed copies of fluid balance charts for each student too look over and review

• Use clinical examples to illustrate the principles and components of a fluid balance exam

• Make sure to allocate time for charting exercises and discussion of clinical senarios

Here are common pitfalls to avoid:

• Getting lost in the details of the numbers and formulae

• Focusing on the symptoms and signs of uncommon electrolyte disturbances

• Going into the details of less commonly used colloids and crystalloids

From our feedback, the more interactive and ‘put on the spot’ you make the session, the more valuable it will be. Having students think on the spot and share their ideas in a non-threatening environment is key to making the session light-hearted and collaborative so that they can apply what they have learnt at medical school to a clinical patient.

Download Resources:

• Curriculum pack

Other Resources

• No prescribed resources. Instead, look at the files/images/documents which helped you learn fluid management. Adapt and use what worked well for you.

• NICE Guidelines: Algorithms for IV fluid therapy