Clinical Compass

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Methods for lectures, sheets for the ward, and how to read imaging and labs. Pay once.
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hamzaProfile picture@hamzak5·2h
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Beyond the 90-Second Present: Next Steps on the Ward

You have the 90-second ward present. The next step on the ward is a complete clerking, a clean lab trail, and a handover someone else can pick up without guessing.


1. Finish the clerking, not just the presentation. After the 90-second present, write the full history, exam, impression, and plan so the next person on the team can act. Capture what you said, then fill the gaps you skipped for time.


2. Organize labs so they tell a story. Group results by problem, not by printout order. Note trends, pending tests, and what you already acted on. That is how you stop repeating the same questions at every handover.


3. Use systematic recall on the floor. Same structure every patient: presentation, clerking, labs, plan, outstanding jobs. Repeat it until it is automatic.


The Ward Workbook is the clerking and handover sheets for this sequence. Use it after each 90-second present.



If you are in the free starter, this is the paid next step. Pin this and keep it next to the present.

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hamzaProfile picture@hamzak5·9h

I spent a year re-reading notes and remembered almost none of it

4th year here. In my first years I did what everyone does: highlight, re-read, feel good, forget it all by the exam.

Here’s what I changed:

1. Test yourself before you feel ready. Closing the notes and trying to recall it is uncomfortable, and that discomfort is the point. Re-reading feels easy because your brain is only recognising, not remembering.

2. Study the stuff you got wrong, not the stuff you know. It’s tempting to keep going over the topics you like. Spend your time on the gaps.

3. Spread it out. Coming back to a topic a few days later beats one long session the night before.

4. Practise how you’ll be asked. If the exam is questions or an OSCE, study in that format, not by reading chapters.

5. Plan the week, not the year. A big timetable falls apart in a fortnight. A small realistic one survives.

I wrote my whole method into a short guide, How to Study Medicine ($12): whop.com/high-yield-kit/how-to-study-medicine

The rest of my packs are here:

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hamzaProfile picture@hamzak5·22h

Four questions on every obs chart before you say they are stable

Four questions on every obs chart before you say they are stable


You freeze on observations because you read the last NEWS score and say "fine." A registrar does not want a number. They want whether the patient is actually alright, which parameter is moving, and what you will do before the next set.


This is not a clerking. It is not a 90-second present. It is how you look at the chart so "stable" is a conclusion, not a reflex.


Confirm the patient, the time of the last set, and whether you are looking at the right chart. Treat the patient, not the sticker.


What students actually say


"Obs are stable. NEWS is 1."


That sentence has no trend, no parameter, and no next set. It is the last box on the page with extra words.


A NEWS of 1 three hours ago is not a set of observations. It is a rumour.


Question 1: when was the last set, and is it still true?


Skip this and you will present a well patient who has not been measured since breakfast.


  • Name the time. If it is stale, that is the finding. Repeat them.

  • If they are on oxygen, write the target and the device, not just the saturation.

  • If they just had analgesia, a walk, or a hypotensive drug, the last set is not the current set.


If you cannot name the time, you have not looked at the chart.


Question 2: which parameter is moving, over the last three sets?


Do not start with the total score. Start with the line that is walking.


  • Saturations: 96, 94, 91 on the same device is a story. 91 on 4 litres that was 96 on air yesterday is a different story.

  • Heart rate: 88 all week is not 118 since midnight.

  • Blood pressure: a slow drift down after an ACE inhibitor is not "a bit low."

  • Temperature and consciousness: a new confusion with a new fever is not "NEWS 2."


One parameter moving beats a reassuring total. The total is a filing system. The line is the patient.


Question 3: does this match the person in the bed?


If the numbers and the person do not agree, do not trust either one until you have checked.


  • NEWS 0 who is sweaty, quiet, and not answering is not stable. Repeat, glucose, senior.

  • NEWS 5 who is chatting, eating, and saturating on their usual oxygen may be their baseline. Still name the 5. Do not invent a crisis, and do not invent calm.


Look at work of breathing, skin, and whether they can finish a sentence. Then look back at the chart.


Question 4: what did I do, and when is the next set?


"Monitor" is not an answer. "Keep an eye" is not an answer.


Write one of these, specifically:


  • Repeat obs in X minutes, who is doing them, what would make me phone.

  • Sit up, oxygen to the target on the chart, senior now.

  • Hold the next dose of the hypotensive, tell the nurse, repeat BP.

  • No new action on this chart, because nothing moved, and here is what we are actually treating.


A chart without a next set is theatre.


Three drills (write them, do not just nod)


1. The saturations that walked down

Last three: 96 air 08:00, 94 air 12:00, 91 air 16:00. Patient a bit more breathless, speaking in shorter sentences.

Impression: falling saturations on air, not a NEWS trivia score.

Next action: repeat now with work of breathing, sit up, oxygen to the prescribed target, senior. Do not send them for a walk.


2. The tachycardia you blamed on anxiety

HR 78 yesterday, 102 at 06:00, 124 at 09:00. Temp 38.1. BP holding. Patient says they feel "a bit off."

Impression: new fever and a climbing heart rate. Anxiety is not your first line.

Next action: repeat obs, look at the wound and the urine, senior. Do not chart "anxious" and leave.


3. The blood pressure after the morning tablets

BP 148/82 yesterday. 98/60 at 10:30 after ramipril. Patient dizzy on standing. Heart rate 90.

Impression: post-dose drop, not "baseline hypotension."

Next action: lie them down, repeat lying and standing if they can, hold the next ACE inhibitor pending senior, do not send them to the toilet alone.


Copy the four questions onto a card. Fill them before you say the word stable.


The three ways "stable" becomes a lie


  1. You quoted the last NEWS and skipped the time.

  2. You quoted the total and skipped the line that is moving.

  3. You never wrote when the next set is, or who owns it.


If any of those happened, rewrite the four answers. Do not add a speech.


How to practise this until it is automatic


  • Before the round, take one patient. Answer the four questions in 60 seconds with the chart closed after one look.

  • After every set you take yourself, write the next time and the trigger to phone. If you cannot, you took numbers. You did not finish.

  • After the registrar asks a question, note which question it was. That is the one you skipped.

  • Confirm locally. Never invent findings.


The Ward Workbook is the daily sheets for this: before clinic, one-patient sheet, after clinic, and the jobs you actually finish. It is $9 on its own, or in the complete set ($33) with How to Study Medicine, How to Read Imaging, and How to Read Labs. Pay once. Study Kit is included free with every purchase.


It does not replace your lectures, your hospital, or a question bank.


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hamzaProfile picture@hamzak5·1d

Why you keep missing things on X-rays (and it’s not a knowledge problem)


4th year here. For ages I’d glance at an X-ray, spot the obvious thing, and stop looking.

Then the consultant would point at something else on the same film and I’d feel my face go red.

What fixed it wasn’t learning more. It was changing how I look:

1. Same order every single time. Pick a routine and never skip a step, even when it looks obvious. The obvious finding is the one that makes you stop early.

2. Describe before you diagnose. Say what you can see in plain words first. Naming the diagnosis too early is how you miss the second finding.

3. Check the boring corners. Edges, areas behind other structures, anything you’d normally skip. That’s where things hide.

4. Compare with the previous one if there is one. A change tells you more than a single film.

5. Say what you’re unsure about. “I can’t tell if this is X, I’d want a senior to look” beats a confident wrong answer every time.

I put my full routine into a short guide, How to Read Imaging, along with the rest of my packs:

And if the freezing happens when you present on the round, there’s a free 90-second card for that:

What’s the type of scan you find hardest to read? 👇

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hamzaProfile picture@hamzak5·1d

Three lines on every set of bloods: findings, impression, next action

Three lines on every set of bloods: findings, impression, next action


You freeze on bloods because you read the arrows out loud. A registrar does not want a tour of the printout. They want three lines: what actually changed, what it means in this patient, and what you will do in the next ten minutes.


This is not the four-move hunt, and it is not a trend checklist. Those tell you what to look at. This is how you write the output so you stop sounding like a list of arrows.


Confirm the patient, the time, and whether this is the first set or a repeat. Treat the patient, not the printout.


What students actually say


"U&Es are a bit off. Potassium is high-ish. Creatinine is up. Sodium is a bit low."


That sentence has no baseline, no meaning, and no job. It is the printout with extra words.


If Line 2 is just Line 1 said politely, you have not interpreted anything.


Line 1: findings (the numbers that earn a place)


Only the results that change the next hour, with the last value if it changes the meaning.


  • Name the test. Name the number. Name yesterday or last month if you have it.

  • Drop the mild arrows that do not change the plan. A urea of 7.2 that has been 7.2 is not a finding you present.

  • If the sample is haemolysed, clotted, or from a drip arm, that is the finding. Stop there.


Bad: "Na down, K up, creat up."

Good: "Creatinine 210, was 90 two days ago. K 5.8, not haemolysed. Na 134, unchanged."


Line 2: impression (one clinical sentence)


This line contains no numbers unless the number is the diagnosis you are naming (for example a potassium you are treating).


It answers: what is going on in this person, not what is highlighted in red.


  • Acute kidney injury, not "creatinine up."

  • Expected for known CKD, not "renal function abnormal."

  • Possible haemolysis of the sample, not "high K," if the patient is well and the ECG is fine.

  • If you do not know, say the two leading options and what would split them. Do not invent a syndrome.


If you cannot say Line 2 without looking at the arrows, you are still on Line 1.


Line 3: next action (a job, an owner, a time)


"Monitor" is not a plan. "Keep an eye on it" is not a plan.


Write one of these, specifically:


  • Repeat which test, at what time, who is waiting.

  • Hold which drug, now, and tell the nurse.

  • ECG, senior review, or do not send them for a walk.

  • No new action on this result, because it did not move, and here is what we are actually treating.


A result without Line 3 is theatre.


Three drills (write them, do not just nod)


1. The creatinine that did not move

Findings: creatinine 180, was 170 last month, K 4.6, urine output normal.

Impression: stable known CKD. This is not an acute kidney injury.

Next action: no new action on the creatinine. Find why they are in hospital instead of staring at a number that did not move.


2. The sodium you cannot dump as "Na down"

Findings: Na 122, was 136 two days ago, on sertraline, not obviously dry.

Impression: acute fall. Drug-associated until a senior says otherwise. Do not fluid-restrict on the first look.

Next action: repeat Na, check glucose, hold the SSRI pending senior, do not leave free water at the bedside.


3. The inflammatory numbers that are not a diagnosis

Findings: WCC 14 (was 11 yesterday), CRP 80, new fever overnight, day 3 of co-amoxiclav.

Impression: not improving on current antibiotics. This is treatment failure to flag, not "infection" as a personality trait.

Next action: senior review, cultures if not already sent. Do not add a second antibiotic yourself.


Copy those three headings onto a card. Fill them before you speak.


The three ways Line 2 collapses back into Line 1


  1. You repeat the numbers and call it an impression.

  2. You skip the last result, so a chronic number becomes an emergency, or an emergency becomes "a bit off."

  3. Your plan is "monitor" with no person and no time.


If any of those happened, rewrite the three lines. Do not add a fourth.


How to practise this until it is automatic


  • Cover the panel. Write three lines in 45 seconds. If you over-run, you started listing arrows.

  • If Line 2 contains a number, you have not left findings yet. Rewrite it.

  • After every set of bloods, note the one question the registrar asked. That is the line you skipped.

  • Confirm locally. Never invent findings.


How to Read Labs is the structured method for FBC, U&E, ABG, and the bloods you get asked to interpret. It is $12 on its own, or in the complete set ($33) with How to Study Medicine, Ward Workbook, and How to Read Imaging. Pay once. Study Kit is included free with every purchase.


It does not replace your lectures, your hospital, or a question bank.


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hamzaProfile picture@hamzak5·2d

You’re on the round. The consultant looks at you and says “so, tell me about this patient.”

Your mind goes blank. Here’s what I use when that happens:

1. “This is [age, sex] admitted with [one-line reason].”

2. “Overnight, [what changed, or nothing].”

3. “I think [your assessment], so my plan would be [plan].”

That’s it. Three sentences buys you time, makes you sound organised, and gives the consultant something to build on instead of watching you panic.

I made a free pocket card with the full version, so you can screenshot it before your next placement:

And if you want the rest of what I’ve written for students (studying, labs, imaging):

What’s the question you’re most scared of getting asked on a round? 👇

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hamzaProfile picture@hamzak5·2d

I used to look at bloods and say “um... they’re abnormal.

For ages my lab presenting was just reading numbers off the screen and hoping the consultant didn’t ask a follow-up.

What fixed it was changing the question. I stopped asking “is it normal?” and started asking:

1. Which way is it going? Scroll back before you say anything. One result is a snapshot, three results are a story.

2. How fast did it move? A slow drift and a sudden jump are two different conversations.

3. Does it match the patient? If the numbers and the person in the bed don’t agree, don’t trust either one until you’ve checked.

4. Does it change the plan? If not, don’t spend your 90 seconds on it.

5. What am I waiting on? Know the one result you’re chasing before the round starts, so you’re not caught out.

That’s honestly 80% of sounding like you know what you’re doing with bloods.

I wrote the full method up as a short guide (How to Read Labs), and the rest of my packs are here:

And if the freezing happens when you present in general, I made a free 90-second card for that:

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hamzaProfile picture@hamzak5·2d

CXR emergencies drill: tension, white-out, free air

CXR emergencies drill: tension, white-out, free air


You freeze on a chest X-ray because you start at the interesting blob. A registrar does not want a tour of the bones. They want you to name the three things that kill, or to say they are not there, before you admire anything else.


This is not a full CXR method. It is a 60-second drill. Quality first, then three emergencies, then a one-line plan. Stop if any of them is present.


Confirm the patient, the date, and laterality. Treat the patient, not the image.


Before the drill: is this image usable?


Skip this and you will report a finding the image cannot support.


  • Name and date match the person in front of you.

  • PA vs AP, erect vs supine. AP and supine magnify the heart and hide fluid levels.

  • Rotation: medial ends of the clavicles equidistant from the spinous processes.

  • Inspiration: about 5–6 anterior ribs. Poor inspiration mimics a big heart and basal white-out.

  • If it is unreadable, say so and repeat it. Do not invent a pneumothorax on a rotated, expiratory AP.


Write “technically limited” if quality is poor. Then still hunt the three emergencies. A bad image can still show tension.


Emergency 1: tension pneumothorax


Look at both edges, not the middle.


  • Visceropleural line. No lung markings beyond it.

  • Mediastinum shifted away from the lucent side.

  • Flattened hemidiaphragm on that side. Distended hemithorax.


If you see shift away plus a lucent side, say it out loud. This is not a radiology meeting. Senior, oxygen, and the local decompression protocol. Do not keep scrolling the rest of the image while the patient is hypotensive.


A visceropleural line without shift is still a pneumothorax. Name it. It is not tension until there is shift and a sick patient. Do not wait for the report to tell a senior.


A skin fold is not a visceropleural line. Lung markings continue beyond a fold. If you are unsure, say you are unsure and get a senior, not a longer stare.


Emergency 2: white-out, and which way the mediastinum moved


A white hemithorax is not one diagnosis. The shift tells you which.


  • Shift away from the white side: large pleural effusion (or rarely a huge mass). The fluid pushes.

  • Shift toward the white side: collapse. The lung pulled.

  • No shift, sick patient: mixed, consolidation, or a supine effusion. Do not force a single label.


Say the side, the shift, and what that means in one sentence.


“Left white-out, trachea pulled left: collapse until proven otherwise. Senior, airway, previous image.”


“Right white-out, trachea pushed right: large effusion. Sit the patient up, senior, do not needle it yourself.”


A white-out you call “consolidation” without checking shift is a miss.


Emergency 3: free air under the diaphragm


On an erect chest X-ray, look under both hemidiaphragms before you look at the lungs.


  • Crescent of lucency under the diaphragm: perforated viscus until a senior says it is not.

  • Check both sides. The right is easier. The left hides under the stomach bubble. Do not call stomach gas a perforation, and do not miss free air because you only looked right.

  • If the image is supine, free air is harder. You may not see a crescent. Say the limitation. Do not reassure yourself.


If you see it, say it out loud. Senior, keep the patient nil by mouth, do not send them for a walk.


Chilaiditi (colon under the diaphragm) exists. If the “air” has haustra, pause. If you are not sure, treat it as free air and get a senior. Confirm locally. Never invent findings.


The 60-second script


Say this in your head, every chest X-ray, before ABCDE.


  1. Identity and quality. Usable or not.

  2. Both edges: visceropleural line? Shift away?

  3. White-out? Which way did the mediastinum move?

  4. Under both hemidiaphragms: free air?


If any is yes: name it, next action, senior. Then stop the drill and treat.


If all are no: say “no tension, no white-out, no free air” and only then do the rest of the image.


A chest X-ray without that sentence is theatre.


How to practise this until it is automatic


  • Ten images. For each, only those four lines. Time-box 60 seconds. Do not describe the bones.

  • After every real CXR on the ward, note the one question the registrar asked. That is the emergency you skipped.

  • Teach the three to a peer out loud. If you cannot teach it, you do not own it yet.


How to Read Imaging is the student method for CXR, ECG, and the imaging you get asked to read. It is $12 on its own, or in the complete set ($33) with How to Study Medicine, Ward Workbook, and How to Read Labs. Pay once. Study Kit is included free with every purchase.


It does not replace your lectures, your hospital, or a question bank.


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hamzaProfile picture@hamzak5·3d

Your consultant gives you 90 seconds on the ward round. Here’s how to use them.

Most students ramble because they don’t have a fixed order. Try this skeleton:

  1. Who: age, sex, one-line reason for admission

  2. Day number: where they are in the stay

  3. Overnight: what changed (events, obs, new symptoms)

  4. Key results: only the ones that change management

  5. Your assessment: what you think is going on

  6. Plan: what you’d do next, and what you’re unsure about

Say it out loud, time yourself, and cut anything that doesn’t change the plan.

I’m a 4th year student on the Manchester-Alexandria joint program. I turned this method into a free pocket card you can screenshot or print for the ward.

👉 Get the free 90-second ward present card:

If you want to go deeper, the full Clinical Compass packs are here:

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hamzaProfile picture@hamzak5·3d

For most medical students, it’s a total freeze. You dump the whole clerking, talk for 4 minutes, and still don't have a plan.

The fix isn't memorizing more notes—it’s having a 90-second skeleton:

  1. Identity

  2. Problem Now

  3. Background

  4. Impression

  5. Next Action

I put together a free 90-second ward presentation kit ($0) so you never freeze on a round again.

Grab the starter card and study packs on the page: