Dear exams, I will give you everything I have.


Suyee Chan (002)The most common pieces of advice I’ve been given deal with stress, time management and maximising concentration, but there’s not much about optimising the way we study. As a visual learner with two years of trial and error, below are some study methods I used for MPharm exams, as well as what I plan to achieve this year.

In year 1, I was organised but studying became a bit of a chore.

Notes: Handwriting all of my notes and organising into folders.

Studying: Mostly using books, Khan Academy and youtube videos. For revision, I made posters and did past paper questions.

Tools: I organised my life, work and studies using list pads and a bullet journal.

In year 2, I explored new study methods.

Notes: I typed up my lecture notes initially, then created mind maps containing relevant content by hand. I also listened to some lectures that I recorded (ones that overwhelmed me), relevant podcasts and revision notes. For chemistry mechanisms and anatomical diagrams, I found that drawing on a whiteboard reinforced my learning.

Studying: During revision period, getting together with friends was a good strategy to learn more in a short amount of time, not only because a group can focus on multiple topics, but for the support and motivation as well. We also wrote, exchanged, answered and marked each other’s’ exam-style questions; this challenged me to refine my understanding of each topic and more importantly, step into the examiner’s shoes.

Tools: Here are some free apps I personally recommend:

1) Microsoft OneNote – for organising notes
2) Forest – for time management
3) Paper by FiftyThree – for visual notes
4) Memrise – for creating flash cards
5) Coffitivity – for concentration

In year 3, I am motivated to do better by using methods that suit me. One revision tip we see everywhere is to set specific and realistic goals, so this year I have planned to:

● Create notes with relevant links for future reference – find out about anything that causes confusion there and then, either by looking it up or asking somebody.
● Explain complex content in my own words so they make sense in the future.
● Recite important points.
● Make revision posters and do past paper questions.
● When term ends, start a journal with timetables (and follow them!).

Providing a Travel Medicines Service



By Cathy O’Malley RGN, Dip Trav Med, MFTM RCPS(Glasg), Travel Health Specialist Nurse, Member of the Faculty of Travel Medicine Education board RCPSG

65.7 million UK residents travelled abroad in 2015; a substantial growth on previous years, with more people seeking travel health advice from community pharmacists.

So what does providing a travel medicine
service entail?

A risk assessment should be performed; gathering detailed information about the trip and traveller. RCN guidance; Travel Health Nursing 2 lists questions to ask and recommends using this information to tailor advice to the individual. It is vital to use a comprehensive database for information on travel associated risks eg NaTHNaC or TRAVAX. Travellers may require vaccines and prevention advice. Immunisation against infectious disease – contains guidance on vaccines, contraindications and schedules. Some travellers will require malaria advice: Awareness of risk, Bite avoidance, Chemoprophylaxis and the importance of prompt Diagnosis. The PHE 2015 Guidelines for malaria prevention in Travellers from the UK are an extremely useful resource. Pharmacists may be experienced advising on sun protection and bite avoidance; however it is important to develop knowledge.

Pharmacists may be experienced advising on sun protection and bite avoidance; however it is important to develop knowledge on a range of topics such as Zika virus, rabies post-exposure management and advising the complex traveller.

What training is recommended for Travel
Health advisors?

A two day introduction to Travel Health course (minimum of 15 hours relevant learning) plus mentorship should be completed before undertaking a travel consultation alone. Practitioners should attend an annual update4. Pharmacists may consider the Foundation in Travel Medicine/Diploma in Travel Medicine courses.

The RPS and the Faculty of Travel of Travel Medicine are holding a joint travel medicines symposium on 18th March 2017.

What to expect

  • An exciting opportunity to hear the latest news and updates from Travel Medicine Specialists and a chance to network with other health professionals. Professor Peter Chiodini (Consultant Parasitologist & PHE Director of the Malaria Reference Laboratory) & Jane Chiodini (Travel Health Nurse Specialist & Director of Education, Faculty of Travel Medicine) will present on the latest changes to Malaria
    prevention advice.
  • Pharmacist Jan Jones will talk about the highs and lows of providing a travel medicine service in the commercial world and Pharmacist Fiona Mara on advising those travelling with medications.
  • Sarah Lang (Immunisation Nurse Specialist) will present on common challenges in Vaccine administration.

Places are limited, book now to avoid disappointment.

Long Term Conditions Campaign in Wales

suzanne-scott-thomasAuthor: Suzanne Scott-Thomas, Chair of the Welsh Pharmacy Board

At our 6th Annual Medicines Safety Conference on November 3, the Royal Pharmaceutical Society in Wales (RPS Wales) launched its policy Improving Care for People with Long Term Conditions. As part of our RPS campaign across Great Britain, this policy and its recommendations aims to improve the care of people with long term conditions through better use of medicines and greater engagement of the skills of pharmacists. Taking into account the increased prevalence of long term conditions and comorbidities, the policy takes a holistic and strategic view of our profession’s role in four key areas of long term Read more Long Term Conditions Campaign in Wales

Faculty eight week fast track plan: Week 8 – Submit for assessment

faculty-eight-week-blogFaculty eight week fast track plan Week eight: Submit for assessment

Here we are, week eight; I cannot believe how fast the eight weeks have gone. But we have done it, both Sue and I submitted our portfolios. It’s a strange feeling, I am not sure I feel as relieved as I thought I would. I guess once the outcome of the assessment is known, then I will feel the process is complete.

I definitely recommend having a buddy as peer support was integral to making it through the eight weeks, and if you are both submitting in the same area of practice that’s even better. Through the ups and downs of the eight weeks having someone to share the rollercoaster ride definitely helped. Also, as we have both previously worked together in similar roles, we were both able to add to each other’s portfolios in terms of remembering examples of good evidence we had both led on in those roles.

My top tips would be:

  • Find a buddy!
  • Start collating your evidence as soon as possible. This was the most time consuming part for me, as I almost tried to include every example and variation of job role I had. Once I got confident in making my entries, I realised not every example was needed and that its the strongest examples that were needed.
  • Once you have all your examples, map them to as many entries as possible. Then reflect back on any gaps or duplication.
  • Quantify your entries to show impact and value i.e how many members of staff you line manage and over what timescale.
  • Make sure you leave plenty of time to proof read the portfolio, I had lots of typos and auto-corrects to amend!
  • Realise the commitment, it is time consuming and a challenging process. I dedicated a lot of hours after work and on weekends to complete this. But, I now have goals for the future career development.
  • The eight week plan gave me structure and guided me through the process. I think if I had begun my portfolio outside of the programme, I would have found excuses to delay submitting!

I hope the blogs have been insightful and helpful. Our aim when Sue and I first started this journey, was to reflect on the reality of completing the Faculty assessment and inspire others to do so.

image-150x150Sue’s thoughts
Oh my goodness it’s finally submitted. Sometimes I thought I wouldn’t get this far but I have.  Hooray!  So a summary of my top tips

1) Use the Faculty Member Handbook for writing your impact statements as it describes the requirements in a little more detail so you can use more of the descriptions in your statement

2) Use the words from the cluster – it really helps you to show you have made the impact

3) Do it in concentrated chunks as your entries improve with practise and it takes a while to get back into it each time

4) Leave a whole weekend free for the final read through and adjustment as there is a lot to go through. To ensure consistency and make sure you don’t repeat information it is better to do it in one go too.

5) Read your peer testimonials – hopefully they’ll cheer you up and motivate you!

Use your CV as it’s easy to forget what you’ve achieved in previous roles.

I hope you’ve found the blog useful and thank you for reading it!  It provided me with another entry for my portfolio too!

Start your Faculty 8 Week fast track plan today


Previous Fast Track Blog Series

Faculty eight week fast track plan: Week 7 – Update your portfolio

faculty-eight-week-blogAmareen: Week seven has been a positive week; I have finally uploaded all my entries and there are no gaps on my portfolio matrix, which is an accomplishment in itself! This has certainly given me a positive outlook going forward to the final week. When I completed my last entry for the portfolio it was extremely satisfying looking at all the work that had gone into completing the portfolio, but also reflecting back on key achievements in my pharmacy career. Having this all recorded in front of me on the e-portfolio shows how much I have progressed with education and training initiatives, but also has helped me identify what to focus on in the upcoming years.

Ironically, the cluster I left last to map was Education and Training, as that is the sole component of my current role; I almost felt I had too much evidence to map. I therefore, found it tricky to pin-point which was the strongest examples to meet the competencies.

I met with Sue to discuss our impact statements, as this is the area of concern for both of us. Would the assessor understand the context of the entries and have we actually shown the impact of the evidence, was some of our questions we had. As we both find it easier to give feedback to each other, we swapped our portfolios so that we could comment on each other’s entries. If you go to ‘my portfolio’ and then click on reports, then advanced practice portfolio transcript you can download a pdf copy of the portfolio with entries and impact statements. Sometimes there’s value in printing the document and getting out the red pen!

I also completed my REPP assessment this week. I was slightly apprehensive in the morning leading up to the scheduled time for the assessment, as I questioned whether the case studies I submitted were appropriate in showing advanced practice or would there be questions that I could not answer. I had a strange ‘butterfly in stomach feeling’ as if I was about to sit for an exam. Thankfully, the REPP assessment went really well, and it was roughly an hour long discussion over Skype. It was a really valuable experience and an opportunity to discuss education and training in further depth with a peer that has more experience than I have. I found it really rewarding and I would like to thank Laura O’Loan, Assistant Director for Vocational Programmes at Northern Ireland Centre for Pharmacy Learning and Development for conducting the assessment and positively reinforcing my key achievements thus far.


image-150x150Sue: Well this week has certainly been a busy week. One advantage I’ve found though is if you do the portfolio over a concentrated period of time you get better at it! Sadly I still haven’t got a mentor so my advice is to get this organized early on! I’m still struggling with peer testimonials but I’ve sent a final reminder and hope they’re not offended by the third one! I have enough but not from the ones I think will enhance my evidence well.

Amareen and I met this week and discussed some entries again. We were able to give each other ideas for strengthening our evidence too which is good. We also met with someone who had submitted her application who didn’t get the outcome she wanted so we had a worrying time but hope that our evidence from academia will see us through that our colleague didn’t include in hers.

I’ve now entered enough pieces of evidence so I’m fine tuning them so the entries fit nicely with the impact statements and that’s my plan for the rest of this final week. It is feeling more like I have the evidence I need but I won’t know until it is submitted! It has certainly been a chance to reflect on what has gone well in my career and perhaps where my strengths lie and thus a useful experience just based on that!

The end is in sight! What a rollercoaster journey it’s been!

Faculty eight week fast track plan- Week six: Review your evidence

faculty-eight-week-blogI mentioned in last week’s blog that my step by step approach was perhaps not as efficient as it could be, and I found that I had spent a lot of time uploading evidence to cluster one. This week, I decided to adopt a slightly different approach. I used the evidence summary with my hand-written notes and I uploaded all the entries that I had written down (but did not map them). This meant that I had around 30 entries on my portfolio. Once uploaded I felt some were duplication of the same theme/area of practice so I then removed them.

I found this helped me have a good overview of all my entries and I used the ‘View your Matrix’ tab on the portfolio as a check point for where I still had gaps. Also I used the ‘entries’ tab and then filtered by ‘unmapped entries’ to keep track on which were entries that had not been mapped versus those that had been completed. I seemed to have had a ‘light-bulb moment’ this week and my entries and impact statements are getting much easier to write. Confidence is on the up!

I also took the opportunity this week to finalise the date for my REPP assessment, which I will be completing in the upcoming week.

I have dedicated a lot of time this week to getting my portfolio entries complete, and thereby the work-life balance has been firmly set at pharmacy, pharmacy, pharmacy! However, I now feel back on track with the eight week programme and the hard work is paying off. The finishing line is in sight, and I can’t believe Sue and I are about to commence week seven.

image-150x150Sue’s thoughts
I have not had quite such a good week as work commitments have been greater with exam papers to finalise, however I do agree that the entries are flowing better. I have adopted the approach of getting everything down and then fine tuning it afterwards but having spoken to Amareen I’m taking a moment out to recheck the impact statements to make sure I’m writing sufficient evidence as it will mean less fine tuning in the end.

I am still disappointed in not getting all my testimonials in despite reminders.  Amareen pointed out the link doesn’t work in old versions of Internet Explorer which may explain why most of mine are hospital people who haven’t replied.  Retrospectively I wish I’d asked for home e-mail addresses to avoid this complication. I am not sure about the impact of not having the testimonials I consider most relevant but I now have a mentor so I will be chatting about that this week with them. I’m also looking forward to meeting with Amareen again to review our entries and hopefully re-boost my confidence!

Social Media and Pharmacists: Some Tips

As Head of Corporate Comms for the RPS, pharmacist Neal Patel spends a lot of his time communicating to and with pharmacists online. Here he gives us some of his tips to safely maximise your experience of social media as a pharmacist.

Tip 1 – Don’t hide behind a pseudonymnealpatel2

It is important to be open about your identity when using social media as a pharmacy professional. You wouldn’t send a letter without signing it, or strike up a conversation with someone without introducing yourself, so why would you tweet without letting others know who you are?

Choose a professional account name and a bio profile that identifies you as a pharmacy professional and be wary of engaging with anyone using social media anonymously. If a person feels the need to hide their identity how seriously can you take anything they choose to say?

There’s also no such thing as a totally anonymous social media account so those emboldened by the perception of anonymity be warned.

Tip 2 – Be outward looking

For professionals, social media is essentially a networking tool. So make sure you use it to extend your networks. It may be comforting to interact with your peers and friends to chat about your mutual interests or concerns. However using social media outside of your ”echo-chamber”, where you are exposed to people with different views, is one of the most exciting ways to use these tools.

Follow people and organisations on Twitter that you admire and respect. Always use hashtags (#) to ensure your posts reach new people beyond your own small number of followers. Join groups on LinkedIn and ‘like’ pages on Facebook to extend your access to information about clinical developments or career opportunities. Be open to experimenting with new social media tools such as Periscope and podcasting. Share your experiences with your networks too of course, but make reaching out beyond your own horizons your primary goal.

Tip 3 – Engaging with patients

When it comes to communicating with patients through social media, it is important to be aware of how to do so professionally.

I would always encourage pharmacists to be open to sharing their medicines knowledge through social media – with the one proviso that you do not give specific advice to individual patients. Signposting to authoritative advice, such as that on and where to access NHS services is absolutely fine. Offering a ‘virtual’ diagnosis via 140 characters on Twitter isn’t.

That aside, don’t be afraid to openly discuss and debate ‘in general’ topics related to your areas of specialism.

Pharmacists have a huge bank of expert knowledge to share with peers and the public. A good arena for doing this could be an organised Twitter chat on subjects such as practice experience in the management of long term conditions, or known issues around medicine side effects.

Why not try out some chats that involve different health professionals or those run by patient support groups such as Diabetes UK? Just because providing clinical advice to individual patients is not recommended, it doesn’t mean you can’t share expertise in other ways. Just always be aware that your comments and contributions are in the public domain.

Tip 4 – Being polite costs nothing

Do think about how your social media posts will be received by others before hitting that ‘tweet’ or ‘post’ button. A bit like a driver of a car shouting at a pedestrian, the keyboard can depersonalise your interaction with other people. Challenge nonsense and offer sound scientific opinion, but remember it’s all too easy to be caught up in a heated debate when you may later regret some of the things you say. This temptation can be re-enforced by tweets being so short, forcing us to be economical in our choice of words. Please ensure that your tone cannot be construed as being overly curt or abrupt. And remember it’s OK to disagree with what other people say, just be mindful about how you express this.

If you are seeking help from others don’t forget to thank them when they come to your aid. And if you discuss a third party in a tweet remember to include their @name so they are aware of it.

Remember, charm wins influence. Rudeness is unlikely to encourage others to include you in their networks.

Tip 5 – Support your colleagues

If you are in a professional meeting and a colleague looks like they could use some support you would hopefully want to step in and help them out. If someone is new at work you might take some time for their induction. This etiquette can be applied to social media. Introduce new people to your networks using “follow Fridays” or by including them in conversations.

Use your experience to guide others through the sometimes ‘noisy’ discussions by promoting important views and comment. For advanced and heroic users, if you feel a conversation is getting a bit out of hand you could even drop a quick Direct Message and use your influence to try to calm things down (but be aware that your DM may appear in the next tweet!). Judgement, as always, is your best tool here.

You can of course also use social media to support campaigns and organisations you believe in, promote good causes and charitable giving, or recognise the good work of colleagues.

In the end social media is just that – social – and as with face to face communications, you’ll probably reap what you sow.

Neal Patel, MRPharmS
Pharmacist & Head of Corporate Communications,
Royal Pharmaceutical Society

Faculty eight week fast track plan- Week five: Map your evidence

faculty-eight-week-blogAs mentioned in the previous blog, I have managed to merge week four and five by accident, and therefore I thought I may have been at a slight advantage this week. But, this week has been particularly tough with seven day service work commitments contributing to me feeling slightly ‘pharmacy-overloaded’.

I began the week with gusto, using my evidence summary to map to cluster one – expert professional practice. I felt the majority of my evidence supported the competencies and also then overlapped with others later on in the APF. Thereby, by completing one entry and summary statement, I could map it multiple times to other sections with ease. I seemed to be inputting my entries at a decent pace; but as I continued my confidence decreased, and I started questioning whether I had mapped the evidence correctly and explained the impact to the level of detail required that was sufficient for assessors to mark my portfolio on submission. At this point Sue came to my rescue when she suggested that we should try and meet up to discuss our progress in person.

Sue and I talked through one example of each other’s evidence that we had mapped to the portfolio. Although both of us are experienced in giving feedback in various forms it was apparent that we both had difficulty applying this to our own work and critiquing the entry. In both cases we both felt each other’s impact statement could be improved and strengthened by adding in specific detail. I was glad that Sue and I managed to meet up as this gave me confidence that ‘I was not alone’.

At this point in the programme I felt it was appropriate to discuss with my RPS mentor the challenges I was facing and how to overcome those. We discussed the journey through the programme so far and my concerns. It was valuable voicing them out-loud and even though it was over the phone with someone I had not met before, I found our chat to be really helpful. I explained my thought processes of how I had thought about my evidence and then mapped some roles with lots of sub sections, therefore using it as one entry with lots of competencies. But where I had led on a large project that had strong evidence, I used it as a stand-alone entry which mapped to fewer competencies. The advice from my mentor was to: “Be bold”

As pharmacists we can look at every detail and decide that our evidence may lack validity or standing, and therefore think we perhaps could only meet ‘advanced stage one’. My mentor suggested looking at the descriptors of the evidences the other way round i.e. start with Mastery and then work my way down. I found this to be really thought provoking, as my meticulous nature has meant I started mapping from cluster one and competency one and stages in ascending order.

Week five has come to an end and although I have not accomplished all that I had wanted in terms of mapping the evidence. I now feel clearer in my mind about how to input the entries. As I write the impact statement I used the descriptors from the competencies to help explain how I achieved it. I now have all my entries added to the portfolio and I will continue to map the evidences next week.

image-150x150Sue’s thoughts
I was apprehensive going into week five as I didn’t finish week four properly, and rightly so I’m afraid.  The mapping is taking me a lot more time than I thought it would.  The difficulty is in getting the right amount of information to describe the activity but leaving enough space to show the impact of my evidence. Amareen and I both wrote ours with that in mind but when we met and read each other’s we both realised that we hadn’t done it fully.  It is always difficult to write about yourself and it’s the same here.  This is where having a buddy really helps and we could have spent hours bouncing ideas off each other for each cluster but sadly we didn’t have the time.  What we have decided though is that once we have finished, we will proof read each other’s to check we have demonstrated the impact each time.

Amareen and I approached it in different ways too.  I decided to start with the research cluster as I thought this was the one I had least evidence for, so should finish it quickly and feel I was making progress! I have also decided to write most of the summaries once I have written the impact so I can see what I need to fit in.  I used aspects from my CV as I put a fair amount of detail in there which has proved useful. We’ll see how that works this week!

Some hints for this stage are to refresh yourself of some of the earlier videos available on the RPS website as it is difficult to take everything in the first time you listen and you can fast forward over the bits you don’t need. The handbook can sometimes provide a bit more direction too where it describes the clusters in the APF guidance.  I also discovered the help button on the left hand side of the e-portfolio as this clarifies some things. I discovered that minimally supports means you are an observer, supports mean you contributed and strongly supports that you led it.  It’s also very helpful with the evidence category.

I have not yet heard back about my mentor but I am saving up questions.  Having talked to Amareen about her discussion with her mentor I’ve been trying to “Be Bold” too.  It still doesn’t feel right to state that I have “mastery” of something so I’m hoping my mentor will reassure me that I can justify it occasionally at least!

I’m heading into the next week feeling a little more like I can achieve this but very aware of the amount of time needed.  Having the eight week programme is definitely a drive to keep going though, as is Amareen!

Faculty eight week fast track plan- Week four: Add evidence to portfolio

faculty-eight-week-blogI was fairly optimistic for the start of week four, as I had previously collected evidence for the portfolio during week two. However the week did not turn out as planned. Firstly, when I started adding the evidence to the portfolio, I thought it was best to add it cluster by cluster as this would be the most logical process. Using the evidence summary as a guide, I uploaded evidence and ticked it off on the paperwork so that I could keep track of my progress.

Reflecting on this process, I feel that this may have been more time consuming as I added the evidence for cluster one: expert professional practice and then mapped it to the APF competencies. The advantage of this is that I completed one cluster at a time, but the disadvantage was it was time consuming. Also, some of the examples that I have added may overlap with other clusters and competencies; therefore perhaps my process was not as efficient as I first thought. By the end of week four, I had added all my evidences to cluster one and mapped it, however whilst discussing this with Sue, I realised that I have merged week four and five by doing so.

In hindsight, I could have benefited from writing down the headlines of each piece of evidence and then tabulating which competencies they map to across all six clusters, so that when I added the evidence to the clusters, I mapped all of it in one go.

I found myself questioning my decision making regarding the evidence I had chosen and also quality and description of impact statement that I was uploading. I emailed the RPS support team with my thoughts and also had an example of evidence looked at. It was beneficial to receive feedback from an outside perspective as it’s sometimes difficult to critique your own work and identify gaps. I was given feedback that I was on track with my impact statement but I needed to be more explicit regarding the actual impact eg greater consistency of training leading to improved patient safety. Whilst discussing the evidence and my questions and thoughts over email, I was offered the opportunity to be assigned a RPS Faculty mentor, which I definitely think is needed at this point of the programme when working on the portfolio is the focus as they are experts in the Faculty process.

I discussed my process with Sue, and it was apparent that we had both approached week four very differently.

image-150x150Sue’s thoughts
This week has certainly been more time consuming and I hadn’t realised quite how much time it would take.  My approach was to list all the evidences without any mapping and I found these were fairly easy to enter. I started simply by going down my CV to add in all the relevant roles.  I was tempted to go into detail at first describing all the events that I knew would map to the competences but I then realised it would be clearer to the reviewers if I separated out certain events from my roles that warranted that extra detail and deserved an entry of their own.
It was great having identified all the dates etc. for the CV so I could just transfer that across.

For each of the roles I just did a basic description of what the role was and I got better at this as I went through my CV.  For the summary I’ve kept it fairly brief for the time being as it will depend on which of the events I take out and enter separately.  I decided initially to include the work that was definitely a typical part of that role e.g. providing a clinical service to cardiology, but where I undertook a new project out of my own initiative that became a separate entry.

I have to confess I haven’t made it to the end of my list of entries this week so I recommend you perhaps either start earlier on this bit or put in a buffer week to help you catch up as it does take some hours to input everything even having identified it in previous weeks.  If I did it again I would recommend you having a go at numbering your proposed entries on the “map your best bits” so you have some idea of the numbers of entries before you start.  This will also give you an understanding of the time required!

It was really interesting meeting with Amareen and discussing our different approaches.  Both of us could see the advantages of each other’s approach but felt we had both made similar progress.  Amareen has helped me with the next week by highlighting the feedback she had from the RPS on the impact statement but I’ve got her thinking about maybe thinking more about her entries before starting the mapping with the rest of her sections.  Either way for both of us I think there are going to be a few late nights this week!

The rise of antibiotic resistant bacteria

Dr Jacqueline Sneddon

Dr Jacqueline Sneddon MRPharmS FFRPS
Project Lead for Scottish Antimicrobial Prescribing Group

Consider this scenario. Your younger child has been awake all night, crying with earache. They’re upset and tired, and so are you. Your older child had a flu bug last week, and you have already taken three days off work to look after them. You’ll take the little one to the doctor in the morning and get antibiotics to clear it up. You’ll probably have to pester the GP for them, but you’ll do it so your child feels better quickly and you can go back to work sooner.

In addition to being really worried about our little ones, as parents, we also have to cope with the guilt of being away from work for too long, and for many parents this is unpaid leave.
The sight of a poorly child is an upsetting one. The hope that antibiotics will reduce the time our children suffer with pain, sometimes means that exhausted and worried parents demand a prescription for antibiotics, even though the GP didn’t really think they were necessary. Read more The rise of antibiotic resistant bacteria