Donovanosis with auto-amputation of penis in a HIV-2 infected person.

Donovanosis is a slowly progressive, granulomatous ulcerative disease , caused by Klebsiella (Calymmatobacterium) granulomatis. The disease is known to persist for years together, leading to complications. A male patient aged 30 years with underlying HIV-2 infection presented to the department of STD with painful ulceration over the genital region of 5 months duration, with absence of penis. Tissue smear from the ulcer and histopathological examination revealed large histiocytes with intracellular Donovan bodies (Pund cell). A final diagnosis of donovanosis with auto-amputation of penis with HIV-2 infection was made. The old conventional medicines, viz. streptomycin, doxycycline and amoxycillin, were effective. Though HIV-2 infections are milder than HIV-1 infections in all aspects, donovanosis in this HIV-2 infected case presented with complications. However, since the CD4 count was 748 cells/cmm, the severity is attributed to the long standing nature and negligence by the patient, and not to possible immunodeficiency.

Inflammatory fibroid polyp of the caecum in a patient with neurofibromatosis.

INTRODUCTION: Inflammatory fibroid polyp of the large intestine is uncommon. To our knowledge, this condition has not been reported in a patient with neurofibromatosis. CLINICAL PICTURE: In this report, a 66-year-old woman with neurofibromatosis was found to have a large polyp in the caecum. TREATMENT: Right hemicolectomy was performed because of the size of the polyp. OUTCOME: Pathological examination showed that the polyp was an inflammatory fibroid polyp. CONCLUSION: Clinicians should be aware that inflammatory fibroid polyps could be one of the many manifestations of neurofibromatosis in the gastrointestinal tract.

Regionalisation of rural medical training in far north Queensland: a learning experience for medical educators and managers.

The need for an appropriate, dedicated vertically-integrated training pathway for rural doctors, provided by regional consortia of educational organisations, has been clearly identified by Rural Doctors Association of Queensland (RDAQ) and The Australian College of Rural and Remote Medicine (ACRRM) as a key strategy to resolve rural medical workforce issues. The opportunity to put the ideas into action is now here with rural doctors responding to the challenge of managing more reform in general practice all over Australia. In Far North Queensland, the ongoing reform of general practice education has been challenging, with many lessons learned by both educators and managers. This paper describes the management of change, and outlines key principles and characteristics of a successful regional rural medical training system, building on the lessons learned from the Rural and Remote Area Placement Program (RRAP) and other projects.

Patient-oriented learning: a review of the role of the patient in the education of medical students.

AIM: To explore the contribution patients can make to medical education from both theoretical and empirical perspectives, to describe a framework for reviewing and monitoring patient involvement in specific educational situations and to generate suggestions for further research. METHODS: Literature review. RESULTS: Direct contact with patients can be seen to play a crucial role in the development of clinical reasoning, communication skills, professional attitudes and empathy. It also motivates through promoting relevance and providing context. Few studies have explored this area, including effects on the patients themselves, although there are examples of good practice in promoting more active participation. CONCLUSION: The Cambridge framework is a tool for evaluating the involvement of patients in the educational process, which could be used by curriculum planners and teachers to review and monitor the extent to which patients are actively involved. Areas for further research include looking at the 'added value' of using real, as opposed to simulated, patients; more work on outcomes for patients (other than satisfaction); the role of real patients in assessment; and the strengths and weaknesses of different models of patient involvement.