PERL’s PORTFOLIO

BLOCK-1
MBBS 1st YEAR
BATCH-29

NAME: Haya
ROLL NO: 120
BATCH: EF
MENTOR: Dr. Bushra Rubab

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 INDEX
Sr. No Domain Portfolio Topic Signature
Professionalism in
1 Professionalism
Healthcare
Responsibility &
2 Professionalism Accountability of
Healthcare Workers
Code of Conduct – Duties
3 Ethics
of Healthcare Professional
Personal Qualities: Self-
4 Leadership
directed Learner
5 Leadership Verbal Communications
Role of Non-Verbal
6 Leadership Communications in
Healthcare Settings
Expository
7 Patient History Template
Writting
Expository Writing a Medical Case
8
Writting Report
Structure of a Research
9 Research
Manuscript

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 Portfolio 1 – Professionalism in Healthcare
Assignment: Submit a reflective entry discussing what professionalism
means in the context of healthcare. Use a case or example to highlight
key professional behaviours you observed or practiced
Description
During my clinical placement, I observed a senior paediatric oncologist
managing a complex case involving a two-year-old boy diagnosed with
stage-two neuroblastoma. The boy’s parents were visibly distressed,
struggling to come to terms with the news.
The doctor maintained a remarkably calm demeanour. He spoke in a soft,
measured voice as he consoled the boy’s parents, and gave them a
moment to compose themselves.
Once they had calmed slightly, the doctor gently transitioned to discussing
the boy’s condition. He carefully explained the diagnosis and treatment
plan, breaking it down in a way they could understand. “The good news is
that we caught it at stage 2, meaning it hasn’t spread extensively. Your
son has a strong chance of recovery. He’ll require surgery to remove the
tumour, followed by chemotherapy.” Despite a busy schedule, the doctor
took time to answer their questions and address their concerns.
Feelings & Evaluation
I felt inspired by the doctor’s ability to navigate a difficult conversation with
such sensitivity. He exemplified emotional intelligence as he sat with them
in their pain, allowing them to grieve. He demonstrated effective
communication by speaking in a manner that was easily understood by
the boy’s parents. He showed great empathy by taking his time to address
the parent’s questions and concerns, ensuring they felt heard and
supported.
Analysis & Conclusion
Seeing how the doctor-maintained composure while balancing medical
facts with human emotions taught me that professionalism is not just
about clinical expertise but also about interpersonal skills and ethical
conduct. Patient-centred communication is crucial in building trust, and
emotional intelligence allows professionals to handle sensitive situations
without becoming overwhelmed.

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Action Plan
To develop my own professionalism, I plan to:
o Improve communication skills by practicing clear, empathetic dialogue
o in patient interactions.
o Enhance emotional resilience by seeking mentorship and engaging in
o reflective practice.
o Continue learning about medical ethics and patient-centred care.
By incorporating these strategies, I aim to uphold professionalism in my
future practice and provide compassionate, competent care.

Facilitator’s Remarks: 12345678910

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Portfolio 2 – Responsibility & Accountability of
Healthcare Workers
Assignment: Submit a reflective entry discussing responsibility and
accountability in the context of healthcare. Use a case or example to
highlight key professional behaviours you observed or practiced
Description
During my clinical placement, I observed a doctor managing a post-
operative patient who developed complications. The patient's condition
worsened due to an oversight in antibiotic selection. The doctor
acknowledged the mistake, informed the patient and their family, adjusted
the treatment plan, and reported the incident for team review.
Feelings
At first, I was surprised by the doctor’s willingness to admit their mistake,
as I assumed that medical professionals might try to avoid acknowledging
errors. However, I was also deeply impressed by their honesty and
dedication to patient safety. It made me realize that true professionalism
in healthcare involves owning up to mistakes and taking corrective action
rather than avoiding responsibility. This moment reshaped my
understanding of medical ethics, particularly the principles of beneficence
(acting in the patient’s best interest) and non-maleficence (avoiding harm).
Evaluation
There were several positive aspects of the doctor’s approach:
o Honesty and Transparency: The doctor communicated openly with the
patient and their family, fostering trust.
o Accountability: Instead of ignoring the mistake, the doctor took
immediate action to correct it.
o Commitment to Improvement: Reporting the incident to the team
showed a dedication to learning and improving patient safety.

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Analysis & Conclusion
This experience emphasized that accountability extends beyond clinical
skills to include ethical decision-making and continuous improvement. It
demonstrated that acknowledging and addressing mistakes is essential
for patient safety, ethical integrity, and professional growth. I learned that
taking responsibility not only improves individual practice but also
strengthens trust in the healthcare system.
Action Plan
By implementing these strategies, I aim to contribute to a healthcare
environment that prioritizes patient safety and ethical standards.
To develop my own sense of responsibility and accountability, I plan to:
o Enhance my clinical knowledge to make well-informed decisions.
o Practice self-reflection to recognize and learn from mistakes.
o Foster open communication with colleagues and patients.
o Advocate for patient safety by actively engaging in discussions on
medical ethics and quality improvement.
By incorporating these strategies, I aim to uphold the highest standards of
professionalism, ensuring ethical and responsible medical practice

Facilitator’s Remarks: 12345678910

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 Portfolio 3 – Code of Conduct – Duties of
Healthcare Professional
Assignment: Submit a reflective entry discussing code of conduct in the
context of healthcare. Use a case or example to highlight key professional
behaviours you observed or practiced
1. Description
During my internal medicine rotation, I encountered a patient diagnosed
with end-stage renal disease. The medical team advised dialysis as the
most viable option to prolong life. However, the patient—a competent
elderly individual—refused treatment, expressing a desire to spend their
remaining time in comfort at home. The attending physician respected the
patient’s decision, despite the family’s strong opposition and emotional
appeals to override the refusal.
2. Feelings
At first, I was conflicted. I felt uncomfortable watching the family’s distress
and wondered whether refusing dialysis was equivalent to giving up on
the patient. I initially believed that we, as healthcare professionals, should
do everything possible to prolong life. However, I also felt admiration for
how calmly and ethically the physician navigated the discussion.
3. Evaluation
The situation highlighted a clash between autonomy and beneficence.
While the medical benefit of dialysis was clear, respecting the patient’s
right to decide—even if it meant declining treatment—was paramount.
The physician’s ability to maintain patient confidentiality, show empathy to
both the patient and family, and explain the decision with clarity and
compassion was commendable. It became clear to me that respecting
autonomy is not a failure to care, but rather a way of honouring the
patient’s values and dignity.

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4. Analysis
This experience deepened my understanding of medical ethics. I saw all
four principles in action:
o Autonomy was upheld by respecting the patient’s decision.
o Beneficence and non-maleficence were balanced by offering the best
care options while avoiding harm through unwanted treatment.
o Justice was maintained by ensuring fair and unbiased care regardless
of the family’s emotions or the patient’s decision.
The physician also demonstrated ethical communication, using non-
verbal cues like eye contact and a calm tone to reassure the family while
reinforcing the patient’s rights. It was a powerful example of how ethical
practice builds trust, even in emotionally charged situations.
5. Conclusion
I learned that medical ethics is not just a theoretical concept, but a
practical, daily guide in clinical decision-making. Upholding ethics requires
not only knowledge of principles but also emotional intelligence and
effective communication. It reaffirmed my belief that good medicine must
always be grounded in respect for patient values.
6. Action Plan
To enhance my ethical practice in future:
o I will strengthen my understanding of the four principles of ethics
through case reviews and reading.
o I will practice active listening and empathy in patient interactions,
particularly in difficult conversations.
o I will seek feedback from mentors on how to navigate ethically complex
cases.
o I plan to participate in ethics discussions and simulations to improve
my decision-making and confidence.

Facilitator’s Remarks: 12345678910

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 Portfolio 4 – Personal Qualities: Self-directed
Learner
Assignment: Submit a personal learning plan outlining your long-term
and short-term goals, as well as a detailed weekly time schedule. Reflect
on how this plan will support your academic success and personal
development as a self-directed learner
1. Description
As part of my personal and academic development, I was tasked with
creating a personal plan that includes setting both long-term and short-
term academic goals, alongside a weekly time schedule. The aim was to
help me manage my studies and personal responsibilities more effectively
and to develop as a self-directed learner.
2. Feelings
Initially, I felt overwhelmed by the idea of planning ahead, especially
balancing academic goals with personal commitments. I was unsure if I
could stick to the schedule or realistically meet my goals. However, I was
also motivated, knowing that this could bring more structure and clarity to
my daily routine.
3. Evaluation
Creating the plan gave me a clearer sense of direction. Listing my goals
helped me break large tasks into manageable steps, and using a weekly
time schedule improved my ability to stay on track. However, there were
moments when unexpected tasks disrupted my plan, and I found it
challenging to adjust without feeling stressed. Still, overall, the process
was beneficial and made me more aware of how I use my time.
4. Analysis
This experience highlighted the importance of setting realistic and specific
goals. It also showed me how crucial flexibility is when managing time. By
planning ahead, I was able to identify potential time-wasters and prioritize
better. I realized that being a self-directed learner requires not just setting
goals, but regularly reviewing and adapting them based on progress and
circumstances.

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5. Conclusion
I learned that I am capable of being more organized and self-motivated
when I have a clear structure. While I still need to improve in adapting to
changes and managing interruptions, the personal plan gave me a sense
of control over my academic and personal life.
6. Action Plan
Moving forward, I will:
• Review and adjust my goals and schedule at the end of each week.
• Use digital tools (like calendars or task managers) to stay organized
and remind myself of deadlines.
• Set aside buffer time in my weekly schedule for unexpected tasks.
• Reflect monthly on my progress and adjust goals accordingly to
remain realistic and motivated.

Facilitator’s Remarks: 12345678910

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 Portfolio 5 – Verbal Communication
Assignment: Submit a reflection on a group activity where you practiced
verbal communication skills. Highlight how you conveyed information
clearly and effectively, and reflect on areas where you can improve your
verbal communication in academic or clinical settings
1. Description
During a recent group activity in a clinical skills session, I was tasked with
verbally explaining a medical concept—blood pressure measurement—to
my peers. The objective was to practice delivering clear and concise
explanations while paying attention to my tone, clarity, and engagement.
This exercise was part of our training to improve communication in
academic, clinical, and team-based settings.
2. Feelings
At first, I felt nervous about speaking in front of my peers, especially
because I wanted to sound knowledgeable and confident. I was also
concerned about whether I would be able to explain the concept clearly
without using overly technical language. However, once I began, I felt
more at ease as I noticed my peers were engaged and responsive.
3. Evaluation
The experience went better than I expected. I was able to explain the
concept clearly and received positive feedback from my peers and
facilitator. They appreciated the simplicity and structure of my explanation.
However, I realized that I occasionally spoke too quickly and didn’t always
pause to check for understanding, which could hinder comprehension in
real clinical settings.
4. Analysis
This experience reinforced the importance of effective verbal
communication in healthcare. Being clear, concise, and engaging is
essential, not just for academic presentations but especially when
explaining procedures to patients or collaborating with team members.
Tone and pacing play a significant role in how the message is received.
The activity also highlighted how active engagement—like asking
questions or encouraging feedback—can enhance understanding.

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5. Conclusion
I learned that effective verbal communication is a skill that requires both
practice and reflection. While I communicated the core message
effectively, there’s room to improve in pacing and checking for
understanding. Being aware of these aspects will help me become a
better communicator and, in the future, a more competent healthcare
provider and team leader.
6. Action Plan
To improve my verbal communication skills, I plan to:
• Practice explaining medical concepts regularly to peers using plain
language.
• Record and review my presentations to identify areas for
improvement in tone and pacing.
• Make a habit of pausing during explanations to invite questions and
confirm understanding.
• Seek feedback after each group activity to continue refining my
delivery style.

Facilitator’s Remarks: 12345678910

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 Portfolio 6 – Role of Non-Verbal
Communication in Healthcare Settings
Assignment: Submit a reflective entry discussing the role of non-verbal
communication in healthcare settings. Use a case or example to highlight
key professional behaviours you observed or practiced
1. Description
During my clinical rotation in the emergency department, I witnessed a
critical incident involving a patient who collapsed in the waiting area due
to an anaphylactic reaction. The team leader—an experienced emergency
physician—swiftly directed the team to administer epinephrine, manage
the airway, and start IV fluids. While the team acted quickly, it was the way
the leader communicated non-verbally, actively listened, and displayed
emotional intelligence that brought calm and cohesion to a high-stress
situation.
2. Feelings
At the time, I felt a mix of anxiety and admiration. I was anxious due to the
patient’s critical condition, but I was also deeply impressed by how
composed and communicative the physician remained. Despite the
urgency, she made direct eye contact, acknowledged suggestions from
the team with a nod or brief verbal affirmations, and maintained an upright,
confident posture.
3. Evaluation
The leadership displayed was exceptional. The physician didn’t just give
orders—she listened, acknowledged others, and maintained strong non-
verbal presence. Her eye contact, calm tone, and open posture reinforced
her leadership. One nurse hesitated before administering a drug, and
instead of showing frustration, the physician calmly stepped closer,
maintained eye contact, and reassured her. This helped de-escalate
stress and preserved team function. Active listening—signalled by
nodding and repeating key inputs—made every team member feel heard,
which boosted collective confidence.

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4. Analysis
This event illustrated how non-verbal communication is foundational to
effective leadership in emergencies. The physician’s posture and facial
expressions matched the urgency of the situation but never conveyed
panic. Her emotional intelligence—the ability to perceive, understand, and
respond to the emotions of the team—kept the environment composed.
Active listening cues (like nodding and leaning slightly forward) ensured
team members continued to communicate openly, even under pressure.
5. Conclusion
This experience taught me that effective leadership in healthcare is
inseparable from strong communication, especially non-verbal
communication. Verbal instructions may direct actions, but it is the
leader’s eye contact, posture, facial expressions, and tone of voice that
create trust, motivation, and focus within the team. Active listening and
emotional intelligence help maintain collaboration and morale even during
emergencies.
6. Action Plan
To improve my future performance:
o I will consciously practice maintaining open posture, calm tone, and
appropriate eye contact in high-pressure settings.
o I will actively listen by nodding, giving facial feedback, and minimizing
distractions.
o I will engage in simulation scenarios where I can observe and reflect
on my non-verbal cues, and how they affect team dynamics.
o I will seek feedback on how my communication—both verbal and non-
verbal—is perceived by others in clinical settings.

Facilitator’s Remarks: 12345678910

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 Portfolio 7 – Patient History Template
Assignment: Complete a patient history template and submit a formatted
document showing the correct use of medical terminology and clear
structure

1. Patient Profile
o Full Name:
o Age:
o Sex:
o Date of Birth:
o Marital Status:
o Occupation:
o Address:
o Date of Consultation:
o Hospital/Clinic ID:
2. Chief Complaint (CC)
The primary reason the patient is seeking medical attention, recorded in
the patient's own words with the duration.
Example: "Severe pain in the right foot for 5 days."
3. History of Presenting Illness (HPI)
A detailed chronological narrative of the symptoms from onset to present.
o Onset:
o Progression:
o Duration:
o Severity:
o Associated symptoms:
o Alleviating/Aggravating factors:
o Previous treatments/medications:
o Any similar episodes in the past:
Example:
The patient was apparently well until one week ago when he sustained a
foot injury while gardening. The area became swollen, painful, and later
developed purulent discharge. He was treated at a local clinic but
experienced no improvement.

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4. Systemic Review (Review of Systems - ROS)
Questions to evaluate symptoms in each body system.
o General: Weakness, fatigue, weight change, fever, night sweats
o Gastrointestinal: Nausea, vomiting, abdominal pain, change in bowel
habits, jaundice
o Urinary: Frequency, urgency, nocturia, dysuria, haematuria
o Genital: Pain, discharge, abnormal bleeding
o Nervous System: Headache, dizziness, fainting, seizures, weakness,
numbness
o Musculoskeletal: Joint pain, swelling, deformity, restricted movement
5. Past Medical History (PMH)
Any chronic or recurrent illnesses.
o Hypertension
o Diabetes Mellitus
o Asthma
o Heart Disease
o Tuberculosis
o Psychiatric illness
o Others: ___________
6. Past Surgical History (PSH)
Details of previous surgeries (type, reason, date).
Example: Appendectomy – 2019
7. Gynaecological/Obstetric History (if applicable)
o Menstrual history: Age at menarche, cycle regularity, last menstrual
period (LMP)
o Obstetric history: Number of pregnancies (G), live births (P),
abortions/miscarriages (A), living children (L)
o Contraceptive use:
o Previous gynaecological conditions:
8. Allergies
Document any known allergies (drug, food, environmental, latex)
o Example: Penicillin – causes rash

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9. Family History
Any hereditary or familial illnesses.
o Chronic conditions in parents/siblings: Diabetes, hypertension,
cancer, sickle cell anaemia, etc.
o Cause of death (if any):
o Genetic disorders:
10. Socioeconomic History
Insight into living conditions, habits, and occupational exposure.
o Smoking: Yes / No
o Alcohol use: Yes / No
o Drug use:
o Living conditions: Crowded / Clean / Sanitary
o Water supply & sanitation:
o Occupation-related hazards:
11. Medications
List all current medications with dose and duration.
Example: Metformin 500 mg BD for 2 years
12. Immunization Status
(Especially important in paediatric patients)
o Up to date: Yes / No
o Any missing vaccines or reactions to vaccines:

Facilitator’s Remarks: 12345678910

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 Portfolio 8 – Writing a Medical Case Report
Assignment: Describe the steps to writing a medical case report

1. Title
o Make it concise and informative.
o Mention the key diagnosis or unique aspect of the case.
o Avoid vague or overly technical language.
Example: “An Unusual Presentation of Pulmonary Tuberculosis in an
Immunocompetent Patient”
2. Abstract
o A brief summary of the case (Usually 150–250 words.)
o Typically includes:
- Background
- Case summary (key signs, diagnosis, intervention, and outcome)
- Conclusion (why it is important)
Tip: Write this last even though it appears first.
3. Introduction
o Set the stage: Why is this case important or unusual?
o Include background information and existing knowledge.
o Define the scope or clinical issue the case illustrates.
o End with a brief statement about what this case contributes to existing
literature.
Keep it concise (1–2 paragraphs).
4. Case Presentation
This is the core of the report and should be chronological and objective.
Include:
o Patient information: Age, sex, ethnicity, relevant medical history.
o Presenting complaint: Symptoms and duration.
o Clinical findings: On physical examination.

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o Investigations: Labs, imaging, pathology.
o Diagnosis: How it was made.
o Treatment/intervention: What was done (medication, surgery, etc.)
o Follow-up and outcomes: Progress over time, current status.
NOTE: Avoid interpretation or discussion in this section—just facts.
5. Literature Review (if specified separately)
o Overview of similar cases or relevant studies.
o Focus on how your case fits in—or differs—from existing reports.
o Highlight the gap or confusion this case addresses.
Use recent and reliable sources (PubMed, Scopus, etc.).
6. Discussion
The most critical part of the report.
o Expand on why this case matters.
o Compare and contrast with similar cases.
o Discuss potential implications for clinical practice.
o Include limitations of the report.
o If applicable, mention future recommendations or unanswered
questions.
7. Conclusion
One or two sentences summarizing the key takeaway or clinical lesson.
Example: "This case highlights the importance of considering TB in differential
diagnoses even in immunocompetent individuals presenting with atypical
features."

8. Patient Consent
o Confirm that informed written consent was obtained for publication.
o Mention it explicitly in the report or as a separate section.
Example: "Written informed consent was obtained from the patient for
publication of this case report."

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9. Patient Anonymity
o Ensure no identifying information is disclosed (e.g., name, ID, location).
o Use general terms (e.g., "a 35-year-old male").
Best Practices
o Follow the CARE (CAse REport) Guidelines if required by the journal.
o Use simple, clear medical terminology.
o Include relevant clinical images or investigations with patient consent.
o Check and adhere to the specific author guidelines of the journal you
are submitting to

Facilitator’s Remarks: 12345678910

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 Portfolio 9 – Structure of a Research
Manuscript
Assignment: Discuss the basic structure of a research manuscript using
the IMRAD format (Introduction, Methods, Results, and Discussion) and
its importance in scientific writing

What IMRAD Stands For

o Introduction,
o Methods,
o Results, and
o Discussion
This format is widely used in scientific and medical writing because it
provides a clear and logical structure for communicating research.
Why IMRAD Format Is Important
o Logical Flow: Helps readers quickly locate information.
o Transparency: Enhances reproducibility and clarity.
o Standardization: Makes publication easier and improves peer review.
Components of a Research Manuscript Using the IMRAD Format
1. Title
Purpose: Should be clear, concise, and reflect the main focus of the study.
Tip: Include the key variables or study question.
2. Abstract
o A summary of the entire paper (Typically 150–300 words)
o Usually structured into:
- Background
- Objectives
- Methods
- Results
- Conclusions.

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3. Keywords
o 3–6 terms to help index the paper in search engines or databases.
o Choose terms related to the study's topic, methods, and outcomes.
4. Introduction
o Purpose: Sets the context and justifies why the study was conducted.
o Includes:
- Background on the topic
- Current knowledge and gaps
- The research question or hypothesis
- Aim or objective of the study
5. Methods
o Purpose: Describes how the study was conducted so others can
replicate it.
o Includes:
- Study design (e.g., cohort, RCT, cross-sectional)
- Study population and setting
- Sampling method and sample size
- Data collection tools/procedures
- Statistical analysis used
- Ethical considerations
6. Results
o Purpose: Present the findings without interpretation.
o Includes:
- Tables, graphs, or charts summarizing data
- Key results related to the study objectives
- Statistical significance and confidence intervals
NOTE: Avoid discussing why the results occurred here—that belongs in
the next section.
7. Discussion
o Purpose: Interpret and explain the results.
o Includes:
- Summary of major findings
- Comparison with other studies
- Explanation of unexpected results
- Strengths and limitations

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 - Implications and recommendations
- Conclusion (brief)
8. Conclusion (sometimes part of Discussion or separate)
A concise takeaway message highlighting the significance of the study.
9. Acknowledgments (if applicable)
Credit individuals or institutions who contributed but are not listed as
authors.
10. Conflicts of Interest / Disclosures
Declare any financial or personal conflicts.
11. References
Cite all sources using the required referencing style (e.g., APA,
Vancouver, MLA).

Facilitator’s Remarks: 12345678910

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