Surgical

GI Bleeding

Introduction

The goal of this teaching module is to give an overview of GI bleeding, guide the differentiation of upper & lower GI bleeds, and discuss early investigations and management. It aims to emphasise the emergency management of these conditions, and knowing when to escalate & seek help.

Content Contributors:

Author: Dr Phillip St Flour

EDITOR: Dr Phillip St Flour
CONTENT APPROVAL: Dr Camron Grofton

Version History Version
Version 1 – 10 June 2020

  • It requires 30 minutes preparation.

  • It can be taught in 1 hour


Teaching approach

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

this session aims to cover:

  • Identification of differential diagnoses for Upper and Lower GI bleeds and be able to distinguish between them based on history and examination findings.

  • Identify and triage emergent presentations of GI bleeding

  • Recognize key early management priorities in critical gastrointestinal bleeding

  • Identify early investigations and management of Acute GI bleeding

Tips & Tricks on running an effective session:

  • Be as interactive as possible

    • Encourage discussion of cases students have been exposed to, or questions they may have encountered in their reading

    • If you are unsure of the answer to questions, indicate sources that could be consulted by students and strategies to solve this question were you to encounter it on the wards

  • Things to include :

    • When to escalate and who to escalate to – calling a rapid response

    • Early management and investigation principles - Being crystal clear on the appearance of a GI bleed and discussing it with patients so they know what you’re asking e.g. appearance of melaena

  • Things to avoid:

    • Spending too much time discussing particular conditions ion depth & getting weighed down with too much detail

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.

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