Download - Physical Injury: How do I assess the story ?
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Physical Injury: How do I assess the story?
Anne SmithMedical Director, VFPMS
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Baby J.
Father brought 5 mo Baby J to EDThe story
Earlier that evening ~ 2 hours agoIntruder tried to break into their homeFather heard noise and with baby in arms went to investigateWhen disturbed, intruder pushed door open into father and babyBaby squeezed in father’s arms when door swung openIntruder ran away
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Seek more info
Baby J was mildly unwell with URTIPreviously healthy, normal developmentFather denied Baby J had prior injuries
2 weeks previously a sibling had been diagnosed with whooping cough
Denied family history of bleeding / clotting problems
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Questions re Baby J
What are the possible causes of facial petechiae?Can whooping cough cause bruises?What does bruising on different planes of body signify?What does yellow colour in bruising signify?What does swelling signify?Why are Baby J’s pupils unequal?
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Injury evaluation: the process
Phase 1. Information gatheringPhase 2. Physical ExaminationPhase 3. Investigations & interpretationPhase 4. Collation & Synthesis
Phase 5. Reasoning & Hypothesis testing
Phase 6. Conclusion & Opinion
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INJURY EVALUATION1. Information gathering The STORY
The storiesWitnessesCaregivers and relativesHealth professionalsPoliceStatutory agency / protective
workers NGOs and others
PREPARE the FOUNDATION for
Examination (FINDINGS + interpretation)
Your physical examination findings & other specialists’ findings
Medical Investigations (FINDINGS and interpretation)
Sharing informationPolice site investigations and
interpretationStatutory agencies investigations and
interpretation
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Who provides the story?
• Child• Parent• Other parent or
caregiver • Relatives • Child protection worker• Police• NGO / support person• Health professional
Interviewer’s Attitudes and bias towards story teller
Anamnesis
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Mindset at the outset
Await the narrative
• Accepting / believing Or • Sceptical / disbelieving
Cautiously curiousChallenging when “things don’t fit”
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InterviewSetting conducive to full and accurate account
TimePrivacyRapportSeriousness of situation conveyedConsent
Open “nondirective” questions
Enquiring / curious approach– Seek detail
Developmentally appropriate language
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ConsentMust be•Valid (in legal sense)•Specific•Informed•Obtained from the right person
For seeking information from others (& sharing)For release of information in medico-legal report
Identify information NOT to be shared
Consider capacity of “mature minors”
In forensic medicine confidentiality is limitedDocuments legally “discoverable”
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Categories of stories
Are all stories equal?TruthImportance
• Determine cause of injury• Find other injuries • Exclude medical conditions confused with abuse• Predict sequelae
What frameworks might I use to evaluate the story?
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How do I obtain information?
Ask ListenRecordSeek detailChallenge discrepancies
Aim to fully understand mechanism of injuryand circumstances surrounding the injury
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‘the EXPLANATION’ (postulated mechanism of injury)
Sometimes this isnonexistent
“ I have no idea” “It is a mystery!”offered only after a search or suggestion ***
“maybe it happened last Thursday when…”clearly stated impression or belief but not witnessed
“I heard a bang then the baby cried. I reckon his brother hurt him”clearly stated and witnessed
“I saw him roll off the bed”clearly stated and witnessed by more than 1 person
“we all saw him kick her”
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The story‘The postulated mechanism’ – is it
an allegation?
a witness statement?
a hypothesis?
a comment that someone else interprets as suggesting or inferring or indicating a proposition (ie, there could be varying levels of confidence that the inference is valid)?
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Example
Mother of 3 month old girl arrives at GP’s rooms late Saturday afternoonAsserts child has been grizzly and “not herself” for most of that day. Feeding poorly.Left thigh seems a bit fatter than right thigh“Click” noticed today when changing nappyNo other concerns about the baby
GP orders Xray that identifies spiral # L femur
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Example
Mother & grandmother take 2 year old girl to GP
Girl has one day per week contact with father
Litany of criticisms from both women about girl’s father / seedy character
Girl said to have commented “Daddy” and “Ow” when genitals wiped by mother during nappy changes
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Example
Both parents at home with 4 month old boyAmbulance call – distressed Dad Found boy in bassinet. Boy limp and not breathingResuscitation attempted while awaiting arrival of ambulance
Ambulance officers successfully resuscitate boy and transport him to hospital
Parents tell all health professionals /ambulance officers “he was OK when we put him down 3 hours earlier”
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Example
Father brings 4 year old boy to ED at 8pm FriParents separated (acrimonious)Father has child in his care alternate weekends
Father tells triage nurse “He has bruises on his legs. His mother’s new boyfriend must have hit him. ”
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Concordance
Does the story “fit” the observed injury?
Discordance between story and examination findings can arouse suspicion about validity of story Is the story fabricated?
Concordance Might be truthfulMight be an alibi (plausible lie)
Might generate suspicion about falsification / lie
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Concordant story and findings
5 year old’s mother tells Dr that yesterday, child’s father spanked child’s bottomChild’s bottom extensively bruised, sparing natal cleft.
Story concordant and indicative of assault
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Concordant story and findingsToddler arrives in ED via ambulance Parent reports that toddler was wriggling out of straps in high chair when she toppled out.Straps caught her left leg and she was momentarily upside down tangled in the straps as she fell.Xrays reveal spiral fracture of left femur.
Concordant story and findings BUT other causes of these findings are possible
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Discordant story and findings14 year old half sister is carrying 2 month old infant when 14 year old trips and falls. Infant lands on the floor. 14 yo sister tells no-one.Infant subsequently noticed to have scalp swelling (subgaleal haematoma)Xrays reveal single linear parietal skull #
Drs question parents and half sister who say “no idea” how trauma might have occurred
Discordant story and findings.
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Changing stories
From informant to informantHe saidShe saidAnd “Chinese whispers” effect
Same informant over timeWith rational explanation (additional information came to light) Without apparent explanation
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The story => Ask yourself
What is the strength of the assertion?Is it a witnessed account?Is it a proposition?Is it merely a suggestion?
Is the storyplausible? possible?probable? Likely – if so, how likely?
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What is knowledge?
FACTS = known to be true
Most things are NOT absolute or certainAssumptions can be either hidden or declaredTests vary in sensitivity and specificity Systematic reviews & meta-analysis pool dissimilar subjectsBaysian analysis & probability theory MUST be understood
Levels of evidence must be understoodGeneralisations vary in capacity to transfer to specific & differing
situationsN=1 cases prove something is possible (but this might be of very
little probative value in a new situation)
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Assign weight
Probative value: the weight of evidence submitted to prove something.
In law, probative value of evidences or facts refers to their tendency to prove the existence of other facts or issues in trials
NB: Understand potential for error eg. misinterpretation of child’s comment
eye witness accounts
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Therefore Beware
Veracity of information is rarely knownIncluding information from medical, police and statutory agencies
Subspecialist-proffered “forensic” opinionRadiologists depend on info on request formNeurosurgeons not expert in minor head injury
Geneticists – clinical diagnostic opinion based on less diagnostic certainty + ‘wait and see’ eg OI
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Learnings from this session
• Assess injury & findings INDEPENDENT of story• Then question concordance• Do not try to “make” the findings fit the story
Likelihood• Is evidence of ....• Is (highly) likely to be caused by .... X or Y ...• Is (highly) unlikely to be caused by ....X or Y ....
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Former US Defense Secretary Donald Rumsfeld, February 12, 2002
“There are known knowns. These are things we know that we know.
There are known unknowns. That is to say, there are things that we now know we don’t know.
But there are also unknown unknowns. These are things we do not know we don’t know. ”