· Challenged both acute and chronic evaluative skills
· Adjustment to performing vitals. In the US there is a reliance for basic assessments on equipment and these skills were done manual: blood pressure, heart rate, x ray, lab/blood work
· Focus education on health maintenance: ie drinking water, body mechanics, brushing teeth, and general hygiene
· Create appropriate education tools based on the resources that are available in the community and the variable literacy of the patients
· Difficultly communicating with patients, even for the Spanish speakers, because of the patient’s limited health literacy and knowledge of how the body works. Additionally, they often refer back to the chief complaint and struggle to describe symptoms in a way that we understand them.
· Improved Spanish skills; even those that started with a very limited vocabulary became comfortable interacting with patients after a few days. Working on Spanish was mentally exhausting and we often turned in for the night around 8-9pm, after waking up at 5am.
· Different diagnoses seen: shingles, hydrocele, cataracts, ruptured tympanic membrane, trisomy 21 (Down’s syndrome), Bell’s palsy, lupus, unstable angina, RC tendonopathy, seizure, pneumonia, asthma, low back pain, hypothyroidism, fungal issues, scabies, impetigo, lice, reflux
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