CFB PAE01 Paediatric History Taking
Paediatric history taking is the systematic process of gathering a child's clinical information—including presenting complaint, history of present illness, birth history, developmental milestones, immunisation status, feeding/nutrition, and family/social history—from the parent or caregiver to guide diagnosis and management.
Paediatric History Taking
This lecture (CFB PAE01) is the foundational framework for every clinical encounter you will have in paediatrics — from bedside clerkships to summative OSCEs and written papers. The central message is deceptively simple: paediatric history taking is NOT just adult history taking applied to a small person. Children cannot always speak for themselves, the informant is usually a parent or caregiver, and the history must expand to include domains that do not exist in adult medicine — birth history, developmental milestones, immunisation status, feeding history, growth trajectory, and family dynamics.
Why does this matter for exams? Paediatric history taking is tested both directly (OSCE stations, minicase questions asking "list 5 specific questions you would ask") and indirectly (every SAQ that begins "a child presents with…" expects you to know which history components to elicit). The 2023 Fourth Summative Minicase explicitly asked candidates to "list five specific questions" for a vomiting toddler [1]. The 2024 SAQ asked about history relevant to a febrile infant with hip pain [2]. Understanding why each component matters lets you generate the right questions for any paediatric presentation.
Learning Objectives (from the lecture slides)
"Recognize the importance of communication skills when interacting with children and their parents" [3]
"Describe and demonstrate how to conduct paediatric history taking" [3]
"Describe and demonstrate how to perform physical examination in children" [3]
"Recognize, discuss on, and differentiate the causes of common paediatric presentations" [3]
"Read any referral letter ± hospital notes before consultation" [4]
Why this matters: Unlike adult medicine where a patient walks in and tells you everything, paediatric consultations are time-pressured because children become distressed quickly. Reading the referral letter first means you can focus your limited "calm child" time on the most important questions rather than re-establishing basic facts.
Practical tips:
- Note the child's age (this changes your entire differential diagnosis framework)
- Note previous admissions and chronic diagnoses
- Check growth charts if available in the file
- Review any antenatal/birth records already documented
Communication is THE Key Differentiator in Paediatric History Taking
The lecture emphasises that communication skills are not just a "soft skill" — they directly affect the quality of information you obtain. A frightened child who is crying cannot be examined properly, and an anxious parent may not give you the most important details if they do not trust you.
Key Principles
| Principle | Explanation | Why It Matters |
|---|---|---|
| Greet the child by first name [4] | Children respond to familiarity; using their name builds immediate rapport | A cooperative child = better history AND examination |
| Determine relationship of adults to child [4] | The informant may be a parent, grandparent, domestic helper, or social worker | The reliability of the history varies — a domestic helper may not know birth history |
| Use age-appropriate vocabulary [4] | Say "tummy" not "abdomen" for young children | Children will not understand medical jargon and may become confused or frightened |
| Ask for photos/videos on smartphones [4] | Rashes, seizure episodes, abnormal movements may not be present at consultation | Transient phenomena cannot be examined if they have resolved |
| See adolescents after parents if seeing separately [4] | So the adolescent knows confidential information is not being disclosed | Builds trust, critical for sensitive topics like sexual health, substance use, mental health |
"Can be counterproductive" — the lecture slide explicitly warns that certain approaches (likely referring to overly direct, rapid-fire questioning or examining a child without gaining trust first) are counterproductive [3]
From first principles: The paediatric consultation is a triadic interaction — doctor, child, and caregiver. In adult medicine, you have a dyadic interaction. The extra party introduces complexity: the parent may answer for the child, the child's non-verbal behaviour may contradict the parent's verbal account, and the child's developmental stage determines how much direct information you can obtain.
3. Structure of the Paediatric History
Name, age, sex, relationship with carer [4][5]
Why age is critical:
- Age determines differential diagnoses (neonatal jaundice ≠ childhood jaundice)
- Age determines normal vital signs (a heart rate of 150 bpm is normal in a neonate but tachycardic in a 10-year-old)
- Age determines developmental expectations (not walking at 10 months is normal; not walking at 24 months is concerning)
| Age Category | Definition |
|---|---|
| Neonate | < 28 days |
| Infant | < 1 year |
| Toddler | 1–3 years |
| Pre-schooler | 3–6 years |
| Older child | 6–12 years |
| Teenager/Adolescent | 12–19 years |
- State the chief concern in the patient's (or parent's) own words
- Keep it concise: "3 days of fever and cough" rather than a paragraph
This is the most important part. Use a systematic approach for any symptom:
For any current symptoms, follow: Onset → Precipitation → Quality → Region/Radiation → Severity → Time course → Alleviating/Exacerbating factors [6]
| Element | Questions | Why |
|---|---|---|
| Onset | When did it start? Sudden or gradual? Any prodrome? | Sudden onset suggests acute pathology (e.g., intussusception, anaphylaxis); gradual onset suggests infection or chronic disease |
| Precipitation/Context | What was the child doing? Any preceding illness, trauma, exposure? | Foreign body aspiration occurs during eating/playing; post-infectious complications follow viral URTIs |
| Quality | Describe the symptom (e.g., barking cough vs. productive cough; projectile vs. non-bilious vomiting) | Quality narrows differentials enormously — bilious vomiting = surgical emergency until proven otherwise |
| Region/Radiation | Where exactly? Does it spread? | Periumbilical pain migrating to RIF = appendicitis |
| Severity | How bad? Functional impact? | Important for grading — can the child still play/eat/sleep? |
| Time course | Duration, frequency, progression, pattern | Chronic cough > 4 weeks needs different workup than acute cough |
| Alleviating/Exacerbating | What makes it better/worse? Response to medications? | Relief with bronchodilator → asthma; worsening at night → asthma/croup |
High Yield: The Paediatric ADL Assessment
Always compare baseline vs current! [4] This is the paediatric equivalent of asking an adult about activities of daily living. It tells you the severity and impact of the illness.
| Domain | What to Ask | Clinical Significance |
|---|---|---|
| Diet (食) | Type, amount, frequency of feeds; % of usual intake | Decreased oral intake → risk of dehydration; tells you about severity |
| Urine output (尿) | Number of wet nappies/day; are nappies lighter than usual? | Decreased urine output = dehydration marker |
| Bowel habit (屙) | Frequency, consistency, colour, blood, mucus | Bloody mucoid stool → bacterial GE or intussusception [7] |
| Activity/Play (玩) | Is the child as playful as usual? Going to school? | Decreased playfulness = significant illness; a playful febrile child is reassuring |
| Sleep (瞓) | Bedtime, duration, quality, waking episodes | Nocturnal cough → asthma; sleep disturbance → severity marker |
"ADL: child (PAC ME: playfulness, alertness, consolability, motor activity, eating)" [5]
Why this matters from first principles: Children cannot tell you "I feel terrible." Instead, you infer severity from functional status. A child who is still running around the ward is unlikely to be septic. A child who is limp, irritable, and refusing feeds is seriously unwell — even if the vital signs haven't crashed yet.
Localizing symptoms by system [8]:
| System | Symptoms to Ask About | Why |
|---|---|---|
| GI | Abdominal pain, vomiting, diarrhoea | Most common cause of acute presentations in children |
| Urogenital | Foul-smelling/cloudy urine, haematuria, dysuria (in older children) | UTI is a common occult cause of fever, especially in infants |
| Upper respiratory | Runny nose, sore throat, hoarseness, red eyes, ear pain, stridor | URTI is the most common paediatric illness |
| Lower respiratory | SOB, cyanosis, pleuritic chest pain, wheeze | Pneumonia, bronchiolitis, asthma |
| CNS | Seizure, neck stiffness, photophobia, irritability, weakness | Meningitis/encephalitis must not be missed |
| MSK/Rheumatology | Joint pain, limb swelling, inability to weight-bear | Septic arthritis, osteomyelitis, HSP |
- Previous illnesses: Chronic diseases, recurrent infections
- Hospitalisations: Number, reason, duration
- Surgeries: Any previous operations
Why recurrent infections matter: Recurrent pneumonia may indicate aspiration, congenital airway abnormality, or immunodeficiency [9]. Recurrent UTIs may indicate vesicoureteral reflux [10].
- Current medications (prescribed and OTC)
- Drug allergies — including G6PD deficiency (which is essentially a "drug allergy" to oxidant drugs) [4]
- Food allergies — distinguish certain vs. suspected, and the presentation [4]
- Previous antibiotic use (affects likelihood of resistant organisms) [9]
G6PD Deficiency
In Hong Kong, G6PD screening is part of the universal newborn screening programme. Always ask about G6PD status because many common drugs (e.g., cotrimoxazole, nitrofurantoin, certain antimalarials) and foods (fava beans) can trigger haemolytic crises. This is a commonly tested point.
This is unique to paediatrics and does not exist in adult medicine. It is one of the most commonly under-explored areas by students.
"Maternal obstetric Hx (e.g. GBS carrier, prolonged delivery): 產檢，生產有無特別事" [5] "Birthweight and gestation: 足月，足磅，順產" [5]
| Component | Details to Elicit | Clinical Relevance |
|---|---|---|
| Antenatal | Maternal illness during pregnancy (GDM, pre-eclampsia, infections — rubella, CMV, toxoplasmosis, HIV, HBV, GBS) | Congenital infections, macrosomia, prematurity |
| Antenatal screening | Ultrasound findings, Down syndrome screening results | Structural anomalies detected antenatally |
| Mode of delivery | Vaginal (spontaneous/instrumental) or Caesarean section | Instrumental delivery → birth trauma (cephalhaematoma → jaundice) [11] |
| Gestational age | Term ( ≥ 37 weeks) or preterm ( < 37 weeks) | Prematurity → increased risk of RDS, NEC, IVH, ROP, developmental delay |
| Birth weight | Actual weight; whether appropriate for gestational age | SGA → risk of hypoglycaemia, polycythaemia; LGA → maternal GDM |
| Perinatal events | Apgar scores, need for resuscitation, NICU admission, meconium aspiration | Intrapartum asphyxia → HIE → developmental delay [12] |
| Neonatal problems | Jaundice, sepsis, feeding difficulties, prolonged hospital stay | Prolonged jaundice → biliary atresia (if conjugated); G6PD deficiency |
"Birth crucial → premature infants have to think of necrotizing enterocolitis requiring surgery and a resultant short gut; any infective gastroenteritis in later life will be more severe" [13]
General rule of thumb for birth weight: BW doubles by 4–5 months; triples by 1 year [5]
"Developmental history + birth history" [5]
Assess the four domains of development:
| Domain | Key Milestones to Screen | Red Flags |
|---|---|---|
| Gross Motor | Head control (3–4 mo), sitting unsupported (6–8 mo), walking (12–18 mo) | Not walking by 18 months; loss of previously acquired skills |
| Fine Motor / Vision | Reaching/grasping (4–5 mo), pincer grip (9–10 mo), scribbling (15 mo) | No reaching by 6 months |
| Speech / Hearing / Language | Babbling (6–9 mo), first words (12 mo), 2-word phrases (24 mo) | No words by 18 months; no phrases by 24 months |
| Social / Self-care | Social smile (6 wk), stranger anxiety (8 mo), parallel play (2 yr), toilet training (2–3 yr) | No social smile by 8 weeks; loss of social engagement |
Why this matters: Developmental delay may be the presenting feature of genetic syndromes, metabolic diseases, or neurological conditions. Even when a child presents with an acute illness, documenting developmental status is essential because it provides context (e.g., a developmentally delayed child with aspiration pneumonia likely has dysphagia) [12].
High Yield: Global Developmental Delay History
For GDD, specifically ask about: prenatal + perinatal + postnatal history, 3-generation pedigree, history of parental consanguinity, family members with GDD, and auditory/ophthalmological assessment [12]. Consanguinity increases the risk of autosomal recessive conditions — this appeared in the 2023 SAQ (parents were first cousins → SCID) [14].
| Age Group | Key Questions | Clinical Relevance |
|---|---|---|
| Neonates/Infants | Breastfed or formula? Volume/frequency? Any supplements? | Breast milk jaundice; iron deficiency if prolonged exclusive breastfeeding without weaning |
| Weaning (4–6 months) | When was weaning started? Types of foods introduced? | Coeliac disease symptoms appear after gluten introduction |
| Toddlers/Older children | Balanced diet? Picky eating? Cow's milk intake? | Excessive cow's milk → iron deficiency anaemia |
"Feeding: method, amount, urine output, recent change" [5]
"Immunisation: follow HKCIP, extra vaccination, influenza vaccine" [5]
Why this is critical:
- Incomplete immunisation changes your differential — an unvaccinated child with fever and rash could have measles, which would be very unlikely in a fully vaccinated child
- Rotavirus immunisation decreases likelihood of rotavirus GE [7]
- Incomplete pneumococcal or Hib immunisation increases risk of invasive bacterial infections [7]
- Complications from live vaccines (e.g., disseminated BCG in SCID) are important clues to immunodeficiency [15]
BCG and Immunodeficiency
A BCG scar that is not completely healed with serous discharge in an infant with recurrent infections and failure to thrive is a classic clue for SCID or other severe T-cell immunodeficiency. This was directly tested in the 2023 SAQ [14].
"ALWAYS draw a 3-generation family tree!" [4]
| What to Ask | Why |
|---|---|
| Similar illness in siblings/parents | Genetic conditions (e.g., cystic fibrosis, sickle cell disease) |
| Consanguinity | Autosomal recessive conditions (SCID, metabolic diseases) |
| Recurrent miscarriages/premature deaths | Chromosomal abnormalities, severe genetic disease |
| "Late bloomers" in the family | Constitutional delay of growth and puberty [16] |
| Family history of seizures | Genetic predisposition to febrile seizures [17] |
| Family history of bleeding disorders | Haemophilia (especially maternal uncles — X-linked) [18] |
| Family history of atopy | Asthma, eczema, allergic rhinitis — strong hereditary component |
| Component | Details | Clinical Relevance |
|---|---|---|
| Home environment | Who lives at home? Housing conditions? | Overcrowding → increased infectious disease risk |
| School/nursery | Performance, attendance, behaviour | May reveal developmental delay, bullying, school refusal |
| Childcare arrangements | Who looks after the child? | Important for child abuse assessment |
| Parental smoking | Active/passive exposure | Exacerbates asthma, increases respiratory infections |
| Psychological stressors | Recent changes (divorce, bereavement, new sibling) | Secondary enuresis, behavioural changes [19] |
"TOCC: whenever infection is included as DDx" [5]
| Letter | Component | Example |
|---|---|---|
| T | Travel | Traveller's diarrhoea, malaria, dengue |
| O | Occupation (of parents) | Healthcare workers (TB exposure), farming (zoonoses) |
| C | Contact | Poultry, animals, insects, household contacts with illness |
| C | Clustering | Household/school contacts; food poisoning defined as ≥ 2 persons with GI/neurological illness sharing a meal within 72 hours [7] |
"Depends on history; prioritised and targeted examination; always begin with inspection; sequence of other parts of examination may need to be altered" [3]
Why the sequence changes: In adult medicine, you follow a standard sequence (inspection → palpation → percussion → auscultation). In paediatrics, you do the least distressing things first while the child is calm:
- Inspection first — observe from a distance (breathing pattern, activity level, colour, rash)
- Auscultation next — heart and lung sounds while the child is quiet (before they start crying)
- Palpation — abdomen, lymph nodes
- Percussion — last, as it often startles children
- Most distressing examinations last — ENT (looking in ears and throat), rectal examination
High Yield Exam Point
"Always begin with inspection, sequence of other parts of examination may need to be altered" [3] — This is a classic OSCE/viva point. Examiners expect you to demonstrate that you know to auscultate before the child cries.
Outcomes of Physical Examination
"Identify important physical signs → Interpret the signs in the appropriate context → Formulate diagnosis and differential diagnosis → Guide further investigations and management" [3]
5. Special Paediatric History Components by Presentation
The lecture slides list multiple paediatric presentations that the GC covers. Here is a synthesis of how the history-taking framework adapts to specific presentations:
| History Component | Specific Questions | Why |
|---|---|---|
| Fever pattern | Onset, highest temperature, method of measurement, trend, response to antipyretics, chills/rigors [8] | Height of fever (not rate of rise) is the main risk determinant for febrile seizures [17] |
| Localising symptoms | Run through ALL systems systematically [8] | UTI may present with fever alone in infants — no localising symptoms |
| Rash characteristics | Timing relative to fever, morphology, distribution, progression [8] | Rash on day 4 of fever → think measles; rash after fever defervesces → roseola |
| Immunisation status | Which vaccines received? | Changes differential significantly |
| TOCC | Contacts, travel, clustering | Outbreak identification |
| History Component | Specific Questions | Why |
|---|---|---|
| Duration | Acute ( < 2 weeks) vs. chronic ( > 4 weeks) | Chronic cough → asthma, foreign body, TB, protracted bacterial bronchitis [9] |
| Character | Barking (croup), whooping (pertussis), productive vs. dry | Directs differential |
| Choking episodes | Any history of choking while eating or playing? | Foreign body aspiration — must not be missed [9] |
| Previous episodes | Recurrent pneumonia? | Aspiration, immunodeficiency, congenital airway anomaly [9] |
| Night symptoms | Worse at night? | Asthma characteristically worsens at night [20] |
| Response to treatment | Relieved by bronchodilator? | If yes → likely asthma [20] |
"History Taking" — GC 142 slide [21]
| History Component | Specific Questions | Why |
|---|---|---|
| Duration | > 7 days → think GI, metabolic, systemic disease, IBD, immunodeficiency [7] | Acute vs. chronic diarrhoea have completely different differentials |
| Stool character | Frequency, volume, blood, mucus [7] | Large volume watery stool without blood → viral; small volume bloody mucoid stool → bacterial [7] |
| Vomiting character | Bilious? Projectile? Haematemesis? | Bilious vomiting = intestinal obstruction until proven otherwise [7] |
| Urine output | Increased or decreased? | Decreased → dehydration; increased → consider DKA [7] |
| Recent food intake | What, when, where? | Food poisoning, food allergy, overfeeding [7] |
| Birth history | Prematurity? Previous NEC? | Short gut syndrome → worse GE [13] |
| Component | Key Questions | Why |
|---|---|---|
| Pre-ictal | Aura? Precipitating factors? What was child doing? | Differentiates epileptic seizure from non-epileptic event (breath-holding spell, syncope) [22] |
| Ictal | Duration, focal vs. generalised, eye deviation, limb movements, continence | Simple vs. complex febrile seizure; focal features → structural lesion |
| Post-ictal | Drowsiness, Todd's paralysis, return to baseline | Todd's paralysis → focal seizure |
| Witnesses | Who saw it? Video? | Parents' description is your only data — ask for smartphone video [4] |
| Fever history | How high? What infection? | Febrile seizure diagnosis requires fever AND seizure [17] |
| Developmental history | Any regression? | Regression = alarm bell for neurodegenerative disease |
| Trap | Correct Approach |
|---|---|
| Forgetting birth history in a paediatric case | Always ask — even in a 10-year-old, birth history may reveal prematurity explaining current developmental delay |
| Asking about dysuria in a 6-month-old | Young children cannot report dysuria — ask about crying during nappy changes, foul-smelling urine, fever without source |
| Not asking about immunisation status | Changes your differential — unvaccinated child with cough and rash = possible measles |
| Using the same history template as adults | Must add: birth, development, feeding, immunisation, growth, family pedigree |
| Forgetting to identify the informant | The person giving the history affects its reliability — grandparent may not know medication details |
| Not asking about urine output in diarrhoea | Urine output is the best bedside marker of hydration status [7] |
The lecture emphasises that history drives examination: "Depends on history; prioritised and targeted examination" [3]. After taking the history, you should have a mental differential diagnosis list and perform a focused examination to confirm or refute your top differentials.
For example:
- Fever + decreased urine output + irritability → examine for dehydration signs (dry mucous membranes, sunken fontanelle, poor skin turgor, prolonged capillary refill time)
- Recurrent infections + failure to thrive + oral thrush → examine for lymphoid tissue (tonsils, lymph nodes, spleen) — absence suggests XLA or CVID [15]
- Vomiting toddler → abdominal examination for masses (intussusception), tenderness (appendicitis), distension (obstruction)
The lecture provides an overview of the paediatric curriculum structure [3]:
| Stage | What Happens |
|---|---|
| Clinical Foundation Block (CFB) | Whole-class face-to-face sessions covering history taking, physical examination, newborn medicine, growth, immunisation |
| General Clerkship (GC) | 2-week rotation: bedside demonstrations, 4 E-Paed cases, 6 physical examination videos, community paediatrics attachment, end-of-rotation formative assessment |
| Assistant Internship (AI) | 7-week rotation |
The 4 E-Paed cases are:
- A child with acute shortness of breath
- An infant with fever
- A toddler with convulsion
- A neonate with jaundice
The 6 physical examination videos cover: General, Cardiovascular, Respiratory, Abdominal, Neurological, and Newborn examination [3].
Likely Exam Questions
Q1: A 7-year-old boy with spastic tetraplegic cerebral palsy and global developmental delay presents with chronic cough. He is fed congee and purée. Which is the MOST RELEVANT subsequent history to delineate the aetiology?
- A. Choking on feeding ✓
- B. Colour of sputum
- C. Contact history of tuberculosis
- D. History of nocturnal cough
Why A: In a child with cerebral palsy and dysphagia, aspiration is the most likely cause of chronic cough. Choking on feeding directly points to aspiration [23].
Q2: A 20-month-old baby girl presents with vomiting. List five specific questions you would ask to establish the diagnosis. (10 marks) [1]
Markscheme points:
- Is the vomiting bilious or non-bilious? (Bilious = surgical emergency)
- Any blood in the vomit? (Haematemesis → oesophageal injury, Mallory-Weiss)
- Any abdominal distension or passing flatus/stool? (Obstruction)
- Any diarrhoea, and if so, any blood/mucus in stool? (GE vs. intussusception)
- Any fever? (Infectious cause)
- Is the child feeding? How much of usual intake? (Severity assessment)
- What is the urine output/number of wet nappies? (Dehydration)
- Any preceding viral illness? (Post-infectious)
- Is there abdominal pain — drawing up legs, intermittent screaming? (Intussusception)
- Any recent change in diet? (Food intolerance, coeliac)
Q3: A 4-month-old Chinese girl presents with poor feeding, recurrent chest infections, and chronic diarrhoea since 2 months of age. Parents are first cousins. BCG scar is not healed. List four investigations. [14]
Markscheme: CBC with differential (lymphopaenia), immunoglobulin levels, lymphocyte subsets (CD3/CD4/CD8/CD19/CD56), HIV test, chest X-ray, genetic testing for SCID genes.
Q4: You are asked to take a history from the mother of a 2-year-old with fever and rash. Outline your approach.
Key points: Rapport building → PC → HPI (fever pattern, rash timing relative to fever, rash morphology and distribution) → localising symptoms → general wellbeing (食屙玩瞓) → PMH → drug/allergy history → birth history → developmental milestones → immunisation status → feeding → family history (3-generation pedigree) → social history → TOCC.
| Feature | Adult | Paediatric |
|---|---|---|
| Informant | Usually the patient | Usually the parent/caregiver |
| Birth history | Not routinely asked | Essential — always ask |
| Developmental history | Not applicable | Essential — screen four domains |
| Feeding history | Dietary history | Specific: breast vs. formula, weaning, volume, frequency |
| Immunisation | Usually not asked | Always ask — affects differential |
| Family history | Standard | 3-generation pedigree mandatory; ask about consanguinity |
| Growth | Not routinely charted | Growth charts are a vital investigation |
| ADL assessment | Barthel index, IADL | "食屙玩瞓" — Eat, Poo, Play, Sleep |
| Communication | Direct with patient | Triadic (doctor-child-parent); age-appropriate language |
| Examination sequence | Standard: I→P→P→A | Modified: inspection first, auscultation while calm, distressing parts last |
High Yield Summary
Paediatric history taking differs fundamentally from adult history taking. The key additions are:
- Identify the informant and their relationship to the child
- Birth and perinatal history — gestational age, birth weight, delivery complications, neonatal problems
- Developmental milestones — four domains (gross motor, fine motor/vision, speech/language, social/self-care)
- Feeding and nutritional history — breast/formula, weaning, dietary adequacy
- Immunisation history — follow HKCIP; incomplete immunisation changes differentials
- Growth assessment — weight, height, head circumference plotted on growth charts
- Family history — always draw a 3-generation pedigree; ask about consanguinity
- General wellbeing — "食屙玩瞓" (Eat, Poo, Play, Sleep) compared to baseline
- TOCC — whenever infection is in the differential
- Communication — age-appropriate language, rapport with child, begin examination with inspection, auscultate while the child is calm, leave distressing parts last
"Always begin with inspection, sequence of other parts of examination may need to be altered" — this principle extends to the entire consultation: the least distressing parts first.
Active Recall - Paediatric History Taking
[1] Past papers: 2023 Fourth Summative Minicase.pdf (Case Two, Section 1) [2] Past papers: 2024 Fourth Summative SAQ.pdf (Question 7) [3] Lecture slides: CFB (PAE01) Paediatric history taking.pdf [4] Senior notes: Adrian Lui Pediatrics Notes.pdf (Chapter 1.1: History Taking and Physical Examination) [5] Senior notes: Maksim Paediatric Notes.pdf (Clinical assessment section) [6] Senior notes: Ryan Ho Fundamentals.pdf (Chapter 1: History Taking) [7] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Diarrhoea: History taking, p330) [8] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Fever: History taking, p90) [9] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Pneumonia: History taking, p163) [10] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (UTI: History taking, p394) [11] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Neonatal jaundice: History taking, p315) [12] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (GDD: History taking, p453) [13] Lecture slides: Block C - A child with loose stool.pdf (p11) [14] Past papers: 2023 Fourth Summative SAQ.pdf (Question 11) [15] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Immunodeficiency: History taking, p640) [16] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Puberty: History taking, p682) [17] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Febrile seizures, p488) [18] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Bleeding: History taking, p595) [19] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Enuresis: History taking, p448) [20] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Asthma: History taking, p180) [21] Lecture slides: GC 142. A child with loose stool.pdf (p5) [22] Senior notes: MBBS Final MB (Pediatrics) (Felix PY Lai).pdf (Seizures: History taking, p478) [23] Past papers: 2024 Fourth Summative MCQ.pdf (Question 93)
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