After performing the history and physical examination, the healthcare provider must organize, synthesize, and record the data along with the problems identified, diagnostic evaluation, and plan of care. The information in the patient’s record enables you and your colleagues to care for the patient by identifying health problems, making diagnoses and judgments of diagnostic testing needed, planning appropriate care, and monitoring the patient’s responses to treatment. The patient’s record is only as good as the accuracy, depth, and detail provided. With the transition to the electronic medical record (EMR), it is even more critical to maintain standards of documentation excellence ( Abramson et al, 2011 ).
The patient’s medical record is a legal document, and any information contained in it may be used in court and in other legal proceedings, as well as to make healthcare payment determinations. Your documentation will be read by many individuals; increasingly this includes the patient and their family members. It is your responsibility to document the facts of the history and your physical examination findings accurately, and if handwritten, this must be legible. All entries when signed will be dated and timed in the EMR. If using a paper chart, recorded information should not be erased. Instead, make necessary changes by lining out data and leaving this crossed-out information legible and initialing and dating the changes. When using an EMR, include an addendum to correct or update your documentation. Any portion of the examination that has been deferred or omitted should be so noted, rather than neglecting to mention particular findings. It is appropriate in some circumstances to defer a portion of an examination, stating the reason for deferral. A clear, exact record of your assessment, an analysis of the problem, and a management plan are vital for communicating with other healthcare providers and for your protection in case there is ever a question relevant to your care of the patient.
General Guidelines
It is certainly permissible to take brief notes about the patient’s concerns and your findings during the course of the interview and physical examination. It is respectful to request permission and inform the patient you will be taking notes or recording information in the EMR.
You should record certain data as you obtain it, specifically the vital signs and any measurements. Do not try to record all the details during the visit because writing or typing must not distract your attention from the patient. Documenting simple notes should be sufficient in preparation for the subsequent write-up or EMR entry. This allows you to gather, reflect, and organize all the data appropriately before making the record final. It is essential to complete data recording as soon as possible after the examination while your memory for detail is fresh. Resist going on to other patients before noting key history and physical examination findings on the previous patient’s record. Although this is sometimes unavoidable, you can easily become confused about which patient had a particular finding and even forget to record an important finding.
It is unacceptable to copy other healthcare providers’ documented work (e.g., history taken, examination performed, or thought processes outlined) and enter it into your own documentation as if you did the work. Text copied from another person’s note must always be attributed to the source. Information integrity refers to the dependability of information and is further defined as the accuracy, consistency, and reliability of information content, processes, and systems. This is not only an important concept in a legal proceeding; it is critical for safe patient care. Hospital care is often fragmented, and handoffs and cross coverage prevail. Healthcare providers need to be able to trust the documentation on which they will base clinical decisions at the point of care.
Be concise! Use an outline form to avoid the repetition of phrases such as “patient states.” Avoid the use of abbreviations and symbols as much as possible because meanings may differ among health professionals ( Box 5.1 and Table 5.1 ) ( Garbutt et al, 2008 ). Similarly, avoid the use of words such as “normal,” “good,” “poor,” and “negative” because these words are open to various interpretations by other examiners.
There was a time when recorded histories and physical examinations contained few, if any, acronyms. After World War II, the use of initials began to proliferate. Today it is a compulsive problem leading to misunderstanding that is at times inconvenient and at times dangerous.
When our interprofessional languages are obscured by acronyms, communication suffers and the safety of patients may be compromised. For example, ROM has many meanings. The obstetrician uses ROM for “rupture of membranes.” The pediatrician uses ROM for “right otitis media.” The physiatrist uses ROM for “range of motion.” To show you how bad this can get, try interpreting the following statement seen in a hospital chart ( Abushaiqa, 2007 ):
67yo CM who CVA, CABG×2, GERD, CRI on HD, POD #5 – Ex Lap for MVC with OA, s for WO & RFCOAW.
| The Joint Commission has identified “improving communications among caregivers” as a patient safety goal ( Joint Commission, 2017 ). Certain abbreviations have been placed on a “do not use” list when an error in misreading the abbreviation could cause harm. | ||
| When considering the use of initials, abbreviations, and acronyms to get things said and written in a hurry, resist the temptation. | ||
| OFFICIAL “DO NOT USE” LIST * | ||
| DO NOT USE | POTENTIAL PROBLEM | USE INSTEAD |
| U (unit) | Mistaken for “0” (zero), the number “4” (four) or “cc” | Write “unit” |
| IU (International Unit) | Mistaken for IV (intravenous) or the number 10 (ten) | Write “International Unit” |
| Q.D., QD, q.d., qd (daily) | Mistaken for each other | Write “daily” |
| Q.O.D., QOD, q.o.d., qod (every other day) | Period after the Q mistaken for “I” and the “O” mistaken for “I” | Write “every other day” |
| Trailing zero (X.0 mg) † | Decimal point is missed | Write X mg |
| Lack of leading zero (.X mg) | Write 0.X mg | |
| MS | Can mean morphine sulfate or magnesium sulfate | Write “morphine sulfate” |
| MSO 4 and MgSO 4 | Confused for one another | Write “magnesium sulfate” |
* Applies to all orders and all medication-related documentation that is handwritten (including free-text computer entry) or on preprinted forms.
† Exception: A “trailing zero” may be used only where required to demonstrate the level of precision of the value being reported, such as for laboratory results, imaging studies that report size of lesions, or catheter/tube sizes. It may not be used in medication orders or other medication-related documentation.
Document what you observe and what the patient tells you, rather than the conclusions you interpret or infer. Use direct quotes from the patient when a description is particularly vivid, especially when documenting the chief concern. Keep subjective and symptomatic data in the history, making sure none gets woven into the physical findings. Physical examination findings should be the result of your direct observation. For example, when a patient reports pain (a symptom) during palpation, you should note tenderness (a sign) in the record, and report the patient’s reaction to pain, such as crying, withdrawal, rigid posturing, or facial expression. Record both what the patient tells you and what you observe. Detectable changes can then be better compared and documented in the future. Clues about health changes over time are lost if such details are not recorded in the patient’s record.
EMR Replicating Functions
Although potentially an effective tool, the ability to easily copy and paste or carry forward (CPCF) text from one note to another has become the latest hazard in electronic medical documentation ( Box 5.2 ). Whereas legibility is no longer an issue with electronic records, copy and paste is now looming as a patient safety, legal, and regulatory challenge for EMRs. When CPCF is used inappropriately ( Box 5.3 ), it can affect patient safety by rendering meaningless an essential communication tool relied on at the point of care. All copied information must be verified and subsequently edited or removed if necessary to ensure that it is not erroneous or out of date. Text copied from another healthcare professional’s note must always be attributed to the source.
Although text replication is generally discouraged, it can improve efficiency, decrease information drop-off, and decrease typing errors, and thus there may be some uses that are potentially acceptable.
Potentially Acceptable Uses of CPCF
- 1.
The author’s previously documented assessment and plan on a given patient that has carried forward to subsequent notes, subject to editing for relevance and accuracy
- 2.
Auto populated, presumably static information (e.g., past medical history and family history) entered by other healthcare providers and carried forward into new documents, subject to confirmation and editing if needed
- 3.
Cumulative, dated information that carries forward to create a running log of daily hospital events
- 4.
Copying and pasting important lists or information (e.g., medication lists), which can prevent potential clinically relevant retyping errors
Unacceptable Uses of CPCF
- 1.
Copying previous healthcare providers’ documented work (e.g., history, examination, or thought processes) and entering it into a new note unedited (or minimally edited) as if the new author did the work
- 2.
Unedited text carried forward from other notes (including the author’s) that results in conflicting or inaccurate information
- 3.
Unedited or minimally edited notes carried forward from day to day that do not allow readers to determine changes in clinical course
CPCF = copy and paste or carry forward.
- 1.
Copying subjective information obtained by other healthcare providers without appropriate editing degrades patient narratives, which form the basis for complex decision making.
- 2.
Perpetuation of inaccurate data or diagnoses cloned from previous notes can result in poor patient care decisions.
- 3.
Incorporating (or not removing) redundant or irrelevant information lengthens the document, dwarfs the information that is most important at the time, and makes it difficult to determine what is old and new. When urgent information is needed at the point of care, patient safety can suffer.
- 4.
Unless edited and reorganized daily, copied assessments and plans may not reflect changes in a patient’s status or clinical course (e.g., “pulmonary” is always on top though may not be currently relevant); in handwritten notes, healthcare providers usually filter and organize pieces of information that are most relevant to the patient’s care at the time.
- 5.
When healthcare providers authenticate their notes containing large amounts of text from previous healthcare providers, it can appear as though they did not do the work (e.g., take the history, formulate the plan) themselves. Attributing authorship to oneself of parts of a note that one did not create is not only unethical, it can result in mistrust of the entire document by the legal system and be considered fraud by payers and regulators such as The Joint Commission.
- 6.
When copied text is not edited appropriately, conflicting information or improper time representation can call into question the reliability of the entire note.
CPCF = copy and paste or carry forward.
Organization of the Note
Most healthcare providers use a customary organization of information from the interview and physical examination. Healthcare facilities often incorporate the information in standardized forms or templates within an EMR. Following this customary outline of information enables all healthcare providers in an integrated system to find and use the patient information more efficiently. The problem-oriented medical record (POMR) with SOAP ( S ubjective, O bjective, A ssessment, and P lan) notes is one such system. The POMR can also be created in the APSO ( A ssessment, P lan, S ubjective, and O bjective) format.
Organizing the Patient’s Health Record With SOAP Notes
S Subjective data—the information, including the absence or presence of pertinent symptoms, that the patient tells you
O Objective data—your direct observations from what you see, hear, smell, and touch and from diagnostic test results
A Assessment—your interpretations and conclusions, your rationale, the diagnostic possibilities, and present and anticipated problems
P Plan—diagnostic testing, therapeutic modalities, need for consultants, and rationale for these decisions
Subjective Data
Subjective data are the information that patients offer about their condition.
Describe the patient’s concerns or unexpected findings by their quality or character. For example, indicating the presence of pain without providing characteristics (e.g., timing, location, severity, and quality) is not useful either for determining the extent of the present problem or for future comparison. Record the severity of pain using the patient’s response or score on a pain scale. Be sure to name the pain scale in the record. The severity of pain may also be described by its interference with activity or disruption of sleep. Note whether the patient is able to continue regular activity despite pain or whether it is necessary to decrease or stop all activity until pain subsides (see Chapter 6, “Vital Signs and Pain Assessment” ). Similar detail should be provided for other signs.
Objective Data
Objective data are the findings resulting from direct observation—what you see, hear, and touch.
Relate physical findings to the processes of inspection, palpation, auscultation, and percussion, making clear the process of detection so confusion does not occur. For example, “no masses on palpation” may be stated when recording abdominal findings. Include details about expected objective findings, such as “tympanic membranes pearly gray, translucent, light reflex and bony landmarks present, mobility to positive and negative pressure bilaterally.” Also provide an accurate description of unexpected objective findings. Suggestions for recording the character and quality of objective findings follow.
Location of Findings.
Use topographic and anatomic landmarks to add precision to your description of findings. Indicating the liver span measurement at the midclavicular line enables future comparison because measurement at this location can be replicated. The location of the apical impulse is commonly described by both a topographic landmark (the midsternal line) and an anatomic landmark (a specific intercostal space), for example, “the apical impulse is 4 cm from the midsternal line at the fifth intercostal space.”
In some cases, location of a finding on or near a specific structure (e.g., tympanic membrane, rectum, vaginal vestibule) may be described by its position on a clock. It is important that others recognize the same landmarks for the 12-o’clock reference point. For rectal findings, use the anterior midline, and for vaginal vestibule findings (e.g., Bartholin glands, episiotomy scar), use the clitoris.
Incremental Grading.
Findings that vary by degrees are customarily graded or recorded in an incremental scale format. Pulse amplitude, heart murmur intensity, muscle strength, and deep tendon reflexes are findings often recorded in this manner. In addition, retinal vessel changes and prostate size are sometimes graded similarly. See the chapters in which these examination techniques are discussed for the grading system used to describe the findings.
Organs, Masses, and Lesions.
For organs, any type of mass (e.g., an enlarged lymph node), or skin lesion, describe the following characteristics noted during inspection and palpation:
- •
Texture or consistency: smooth, soft, firm, nodular, granular, fibrous, matted
- •
Size: recorded in centimeters on two dimensions, plus height if the lesion is elevated. Future changes in the lesion size can then be accurately detected. (This is more precise than comparing the lesion’s size to fruit or nuts, which have different dimensions.)
- •
Shape or configuration: annular, linear, tubular, elliptical
- •
Mobility: moves freely under skin or fixed to overlying skin or underlying tissue
- •
Tenderness
- •
Induration
- •
Heat
- •
Color: hyperpigmentation or hypopigmentation, redness or erythema, or the specific color of the lesion
- •
Location
- •
Other characteristics, for example, oozing, bleeding, discharge, scab formation, scarring, excoriation
Discharge.
Regardless of the site, describe discharge by color and consistency (e.g., clear, serous, mucoid, white, green, yellow, purulent, bloody, or sanguineous), odor, and amount (e.g., minimal, moderate, copious).
Illustrations
Drawings with labeling can sometimes provide a better description than words and should be used when appropriate. You do not have to be an artist to communicate information. Illustrations are particularly useful in describing the origin of pain and where it radiates and the size, shape, and location of a lesion ( Fig. 5.1 ). Stick figures are useful to compare findings in extremities, such as pulse amplitude and deep tendon reflex response ( Fig. 5.2 ). Photographs included in the chart can provide useful information, although you need to be aware of any institutional consent policies that apply to this practice. Many EMRs offer illustration and photograph capability.
Problem-Oriented Medical Record
The POMR is a commonly used process to organize patient data gained during the history and physical examination. After the history and physical examination are completed, the POMR provides a format for collecting and recording your thoughts that assists with critical thinking and clinical decision making—determining the patient’s problems as well as the possible and probable diagnoses.
After the subjective and objective data are documented, along with the problems identified, the diagnostic and therapeutic plan is made with the patient as a full participant. The record describes plans made and actions taken to address these problems, lists the information and education provided to the patient, and describes the patient’s response to care provided.
The record must be well organized, precise, legible, and concise to facilitate your thinking and the thinking of your colleagues who may need to care for the patient. The consistent recording format enables more effective communication and coordination among professionals caring for the patient.
There are six components of the POMR:
- 1.
Comprehensive health history
- 2.
Complete physical examination
- 3.
Problem list
- 4.
Assessment and plan
- 5.
Baseline and problem-directed laboratory and radiologic imaging studies
- 6.
Progress notes
Comprehensive Health History and Physical Examination
All relevant data regarding the comprehensive health history should be recorded, including both absence and presence of pertinent findings that contribute directly to your assessment. Arrange the history in chronologic order, starting with the current episode and then filling in relevant background information. Arrange the physical examination findings in a consistent order and style. This allows future readers, and you, to find specific points of information. It also enables you to quickly remember key components for assessment on each encounter.
Make your headings clear, using indentations and spacing to accentuate the organization of your documentation. Be concise yet complete! Avoid abbreviations as much as possible.
Problem List
The problem list is created after the subjective and objective information has been organized. All pertinent data and examination findings, illustrations or pictures, laboratory data, imaging studies, and prior diagnoses are reviewed to develop a problem list in the form of a running log with the following information: problem number, date of onset, description of problem, and date problem was resolved or became an inactive concern.
A problem may be defined as anything that will require further evaluation or attention. Problems arise in many varieties, for example, the questions regarding diagnosis, the availability of diagnostic and therapeutic resources, ethical issues, and factors in the patient’s life—social, emotional, financial, work related, school related, family related, and even the availability of caretakers. A problem may be related to any of the following:
- •
A firmly established diagnosis (e.g., diabetes mellitus, hypertension)
- •
A new symptom or physical finding of unknown etiology or significance (e.g., right knee effusion)
- •
New findings revealed by laboratory tests (e.g., microcytic anemia)
- •
Personal or social difficulties (e.g., unemployment, homelessness)
- •
Risk factors for serious conditions (e.g., smoking, family history of coronary artery disease)
- •
Factors crucial to remember long term (e.g., allergy to penicillin)
You may list problems in separate lists, for example, diagnostic issues, care and therapeutic issues, and long-range issues, or you may make one list. The needs of a particular patient and the resources available to you will influence your judgment and your ultimate approach. The nature of the patient’s problems determines the sequence in which you list them. Problems may be listed in chronologic order or listed according to the severity of problem. Some controlling variables with regard to the sequencing of listed problems include the following:
- •
Possibility that the diagnosis is life-threatening and needs immediate attention; the relative gravity of the problem
- •
Probability/possibility ratio: priority given to the probable diagnoses or therapeutic actions
- •
Likelihood of the probabilities in a differential diagnosis—the more probable taking precedence
- •
Availability and cost of the diagnostic, therapeutic, and caretaking resources; cost relative to need and availability
- •
Time sequence in which the problems arose and the time sequence dictated by their relative urgency
This list enables all healthcare providers to quickly assess the patient’s history by the summary presented on this list. When a problem is resolved, the date of resolution should be entered, and this item can then be removed from the active problem list. Surgical correction of a condition and recovery from an acute infectious process are examples of resolved problems.
Assessment
The assessment section is composed of your interpretations and conclusions, their rationale, the diagnostic strategy, present and anticipated problems, and the needs of ongoing as well as future care—what you think (see Chapter 4, “Taking the Next Steps: Critical Reasoning” ).
Develop an assessment for each problem on the problem list. Begin the process of making a differential diagnosis by discussing and giving priority to possible causes and contributing factors for a problem or symptom. Present the rationale for the potential causes and validate the assessment from data contained in the comprehensive health history, physical examination, consultations, and any laboratory data available. When a serious potential cause is no longer under consideration, explain why.
Describe any pertinent absence of information when other portions of the history or physical examination suggest that an abnormality might exist or develop in an area (e.g., absence of wheezing in someone with dyspnea). Avoid the use of words such as “normal” or phrases such as “within normal limits,” or worse yet “WNL,” because they do not describe what is inspected, palpated, percussed, or auscultated. Be as objective as possible. Assessment may include anticipated potential problems such as complications or progression of the disease.
Plan
The plan describes the need to invoke diagnostic resources, therapeutic modalities, other professional resources, and the rationale for these decisions—what you intend to do.
Develop a plan for each problem on the problem list. The plan can be divided into three sections: diagnostics, therapeutics (if known), and patient education:
- •
Diagnostics. List the diagnostic tests and consultations to be performed or ordered.
- •
Therapeutics. Describe the therapeutic treatment plan. Provide a rationale for any change or addition to an established treatment plan. List any referrals initiated, with their purpose and to whom the referral is made. State the target date for reevaluating the plan.
- •
Patient education. Describe health education provided or planned. Include materials dispensed and evidence of the patient’s understanding or lack thereof.
SOAP Notes
The organization of the patient data within the POMR, especially for care beyond the initial evaluation, is often recorded in a series of SOAP notes. Each problem is recorded separately. Subjective and objective data relevant to each problem are clustered together, followed by the assessment and the plan ( Box 5.4 ). Alternatively, all of the subjective and objective data can be recorded in totality. Then the list of problems with the assessment and plan for each are written.
- •
Record legibly the information you judge is needed; you will write more early in your career, but as time goes by, you will learn to edit with experience and wisdom, especially under the time pressures you will face.
- •
Organize! Tell the unique story of your patient chronologically and precisely, including positive as well as relevant negative information.
- •
Use clear headings.
- •
Precision requires exact description; for example, use a tape measure to measure the size of swelling.
- •
Be terse. An “erythematous” throat may also be described as “red,” and a bulge in an “eardrum” is as well understood as “tympanic membrane.”
APSO Notes
With widespread use of the EMR, one consequence that has occurred is an increased amount of data that can be incorporated in the note. The busy healthcare provider will be challenged to quickly find the most clinically useful information: the assessment and plan. In the SOAP format one may be required to scroll or click through multiple screens before locating this. With the APSO format, the assessment and plan are moved to the beginning of the document, with all remaining data available in the remainder of the note.
Notes From Subsequent Evaluations
Whether it is during each of the hospital days after an inpatient admission (progress notes) or subsequent outpatient visits for episodic illness or preventative care (ambulatory care notes), the encounter is recorded within the medical record. Because there exists in the record an established amount of baseline information, recording of the POMR can be focused primarily on updating information.
An interval history—including subjective status of the problem, current medications, and review of systems related to the problem—is presented in the subjective portion of the note. The objective portion includes vital signs, a record of any physical examination performed at the time of the visit, and results of laboratory data or radiographic studies performed since the last visit.
The assessment section includes your evaluation of the problem status. If the problem was formerly a symptom, such as shortness of breath, you may have enough data to make a diagnosis. The rationale for the diagnosis is presented in this section, and the problems, allergies, and medications list is updated accordingly.
Similar to the comprehensive health history and examination documentation, plans are presented in three components: diagnostic, therapeutic, and patient education.
Problem-Oriented Medical Record Format
The History
The patient’s history, especially for an initial visit, provides a comprehensive database. The following organized sequence will guide you in creating a POMR.
Identifying Information.
The patient’s name, date of birth, and an assigned medical record number are the first items of information recorded. Most health agencies have forms or EMR templates with headings for each category of information to be recorded. This information should be contained on every page of documentation.
Problems, Allergies, Medications, and Immunizations List.
Although the problems, allergies, medications, and immunizations (PAMI) list itself is added to the record after the subjective and objective information has been organized, the POMR form can be reviewed at a glance by medical personnel. The PAMI list is an ongoing record of a patient’s medical problems, allergies with associated reactions, medications with dosages and instructions of how these are administered, and past immunizations. This list should be reviewed, reconciled, and updated with the patient at each visit and when admitted to the hospital.
For each entry, the date of onset or initiation is recorded along with the date that the problem was resolved, the medication discontinued, or the date and route that an immunization was given.
General Patient Information.
Additional identifying information for each patient includes address, home and/or cell phone number, employer, position or title, work address and telephone number, e-mail address, marital status, and health insurance status, plan name, and member identification number.
Source and Reliability of Information.
Document the historian’s identity—that is, the patient or the person’s relationship to the patient. State your judgment about the reliability of the historian’s information. Indicate when the history is taken from the patient’s medical record.
Chief Concern/Presenting Problem/Reason for Seeking Care.
The chief concern or presenting problem is a brief description of the patient’s main reason for seeking care. The information may be stated verbatim in quotation marks. Always include the duration of the chief concern or problem.
History of Present Illness.
This section contains a detailed description of all symptoms that may be related to the chief concern, and it describes the concern or problem chronologically, dating events and symptoms. When describing the present illness, it is important for the examiner to record the absence of certain symptoms commonly associated with the particular area, or system, involved. Also inquire about anyone in the household with the same symptoms or possible exposure to infectious or toxic agents. If pertinent to the present illness, include relevant information from the review of systems, family history, and personal/social history. When more than one problem is identified, address each problem in a separate paragraph. Include the following details of each symptom’s occurrence, described in narrative form by categories:
- •
Onset: when the problem or symptom first started; chronologic order of events; setting and circumstances (e.g., while exercising, sleeping, working); manner of the onset (sudden versus gradual)
- •
Location: exact location of pain (localized, generalized, radiation patterns)
- •
Duration: length of problem or episode; if intermittent, duration of each episode
- •
Character: nature of pain (e.g., stabbing, burning, sharp, dull, gnawing)
- •
Aggravating and associated factors: food, activity, rest, certain movements; nausea, vomiting, diarrhea, fever, chills
- •
Relieving factors and effect on the problem: food, rest, activity, position, prescribed and/or home remedies, alternative or complementary therapies
- •
Temporal factors: frequency of occurrence (single attack, intermittent, chronic); describe typical attack; change in symptom intensity, improvement or worsening over time
- •
Severity of the symptoms: 0 to 10 scale, effect on lifestyle, work performance
Recording the History of the Present Illness: OLDCARTS.
The OLDCARTS mnemonic helps make sure all characteristics of a problem are described in the history of present illness (HPI) to ensure a comprehensive presentation. The order of recording these characteristics does not need to be consistent.
O Onset
L Location
D Duration
C Character
A Aggravating/associated factors
R Relieving factors
T Temporal factors
S Severity of symptoms
Past Medical History.
The past medical history (PMH) includes general health over the patient’s lifetime, as well as disabilities and functional limitations, as the patient perceives them. List and describe each of the following with dates of occurrence and any specific information available:
- •
Hospitalizations and/or surgery (including outpatient surgery): dates, hospital, diagnosis, complications, injuries, disabilities
- •
Major childhood illnesses: congenital heart defects, previous cancer, inflammatory bowel disease, asthma
- •
Major adult illnesses: tuberculosis, hepatitis, diabetes mellitus, hypertension, myocardial infarction, tropical or parasitic diseases, other infections
- •
Serious injuries: traumatic brain injury, liver laceration, spinal injury, fractures
- •
Immunizations: polio, diphtheria, pertussis, tetanus toxoid, hepatitis B, measles, mumps, rubella, Haemophilus influenzae, varicella, influenza, hepatitis A, meningococcal, human papillomavirus, pneumococcal, zoster, cholera, typhus, typhoid, anthrax, smallpox, bacille Calmette-Guérin (BCG), unusual reaction to immunizations
- •
Medications: past, current, and recent medications (dosage, nonprescription medications, vitamins); complementary and herbal therapies
- •
Allergies: drugs, foods, environmental allergens, along with the allergic reaction (e.g., rash, anaphylaxis)
- •
Transfusions: reason, date, and number of units transfused; reaction, if any
- •
Mental health: mood disorders, psychiatric therapy, or medications
- •
Recent laboratory tests: glucose, cholesterol, Pap smear/HPV, HIV, mammogram, colonoscopy
Family History.
Include a pedigree (with at least three generations). An example is shown in Fig. 5.3 . Many EMRs allow healthcare providers to create a pedigree. If it is not part of the pedigree, include a family history (FH) of major health or genetic disorders (e.g., hypertension, cancer, cardiac, respiratory, kidney disease, strokes, or thyroid disorders; asthma or other allergic manifestations; blood dyscrasias; psychiatric illness; tuberculosis; rheumatologic diseases; diabetes mellitus; hepatitis; or other familial disorders). Spontaneous abortions and stillbirths suggest genetic problems. Include the age and health of the spouse and children.
