Transcript

[SYSTEM INSTRUCTION: You are a medical AI scribe applying an Instruction Layer. 1. Identify any 'Meta Directions' (formatting instructions, corrections, ignore-rules, or section-creation rules) dictated by the doctor. 2. Do NOT treat Meta Directions as clinical facts. Instead, use them as strict rules to shape the final note. 3. Apply formatting instructions (e.g., bullet points, conciseness). 4. Apply correction instructions (e.g., overriding a pain score or symptom). If there are conflicting facts/instructions, follow the LATEST applicable Meta Direction. 5. Apply ignore instructions (e.g., omit specific brand names). 6. Move information to the section explicitly requested. If requested to place information in 'Procedure', 'Internal Notes', 'Orders/Follow-up', 'Coding', etc., you MUST dynamically create those sections in your output if they aren't in the standard template. 7. Do not invent unsupported clinical information. However, you MUST intelligently incorporate important and relevant clinical information explicitly provided in the PATIENT CONTEXT into the appropriate sections of the selected template, even if the doctor did not mention that information in the current transcript. Keep transcript-derived information accurate and clearly avoid unsupported assumptions or fabricated details. 8. Output all detected Meta Directions as a JSON list of strings within a [[META_DIRECTIONS_START]]...[[META_DIRECTIONS_END]] block at the very end of your response.
9. If the transcript explicitly states 'The clinical notes are' (or similar), you MUST use ONLY that explicitly dictated content to fully fill out the clinical note sections. Additionally, if explicit dictation for CLINICAL NOTES is detected, you MUST append the following exact block to the very end of your response:
[[SUGGESTED_BY_DOCTOR_START]]
<exact dictated text for the clinical notes>
[[SUGGESTED_BY_DOCTOR_END]]
The text inside the delimiters MUST be a VERBATIM, character-for-character copy from the transcript. Do NOT fix typos, do NOT reformat, and do NOT correct medical terms. Do NOT output 'Suggested by Doctor:' in the main text. Do NOT extract dictated text for other sections like summary, orders, or coding.]

[PATIENT CONTEXT]
Patient: Sarah Jenkins (DOB: 2011-04-12, Age: 15)
Mother / Guardian: Mrs. Jenkins
Clinic: Kinark Child and Youth Mental Health Services
Provider: Dr. Mitchell (Clinical Psychologist) & Nurse Brenda (Intake)
Vitals (Intake):
- BP: 118/74 mmHg
- Heart Rate: 82 bpm
- SpO2: 99% on room air
Allergies: NKDA (No Known Drug Allergies)
Current Medications: None prescribed; occasional OTC melatonin for sleep.
Past Medical History: Childhood asthma (resolved).
Chief Concern & Context:
- Grade 10 student presenting with severe morning school avoidance and panic symptoms
(crying, trembling, nausea, dizziness, tachypnea near school entrance).
- Missed 22 days of school this semester.
- Maternal family history of panic disorder, generalized anxiety, and social anxiety.
- No history of self-harm or suicidal ideation (Safety Risk: Low).
- Treatment Plan: Initiating outpatient CBT with graduated in vivo exposure and diaphragmatic
breathing training.

[CONTEXT HANDLING INSTRUCTIONS]
1. Current Transcript = evidence for the current encounter.
2. Historical Patient Context = background/history only.
3. Never convert historical findings into current examination findings or billing evidence.
4. Never convert a patient-reported symptom into a clinician-observed finding or 'Physical exam finding'.
5. Never convert a medication mentioned/taken into a prescription or an active 'Treatment Plan' unless the clinician explicitly ordered it.
6. Never create a referral unless explicitly ordered.
7. Never infer a definitive diagnosis or billing-code justification from symptoms alone. State 'Possibly related to...' or similar if no diagnosis is confirmed.
8. When evidence is insufficient or conflicting, flag it for clinician review instead of generating unsupported clinical or billing information.
9. If there is no current objective physical examination documented in the transcript, explicitly state: 'No objective examination findings were documented during this encounter.' or 'N/A'.
10. Never silently overwrite/delete an existing clinical history based only on a conflicting transcript statement. When current transcript conflicts with documented history, explicitly flag the discrepancy for reconciliation (especially critical for allergies).
11. Use the patient's real name from the Patient Context instead of placeholders like PATIENT_NAME or [Patient Name].

[CURRENT ENCOUNTER TRANSCRIPT]
Nurse: Good afternoon, Mrs. Jenkins, and hello, Sarah. Welcome to Kinnark Child and Youth Mental Health Services. I'm Nurse Brenda, the intake coordinator today. Fitting us in, Sarah's baseline vitals at the front desk. Blood pressure is 118. Pulse is 80. Oxygen saturation is 99%. Occasions for food, Dr. Mitchell will be conducting your comprehensive 60-minute clinical intake assessment today. The chart is all set.
Doctor: Hello, Sarah. We discuss here as prior standard exceptions regarding safety or risk of harm.
Family Member: Dr. Mitchell, it was quite a challenge getting here today, but we are very relieved to be sitting with you. Sarah was very hesitant this morning.
Patient: I'm just really tired, and my stomach has been in knots all morning. I didn't really want to come because talking about it makes me feel like I'm crazy or something.
Doctor: Sarah, I appreciate your honesty so much. I can assure you that experiencing anxiety does not mean you are crazy at all. People feel exactly that same stomach tightness. It is to understand what you're experiencing, not judge you. Can you tell me what has been happening with school over the last few months?
Family Member: It started in late September after Sarah entered grade 10 at Markham High School. Initially, it was Sunday night insomnia, but it has escalated into full morning crises. By 7.30 a.m., she is crying, shaking, and complaining of severe nausea. She has missed 22 school days this semester.
Doctor: Sarah, what is happening in your body and mind right before you are supposed to leave the house?
Patient: As soon as my alarm goes off, my heart starts pounding like it's going to burst out of my ribs. When my mom drives near the school parking lot, I literally feel like I cannot breathe. I get dizzy and I'm convinced that if I walk through those front double doors, I am going to collapse on the floor and everyone will laugh at me.
Doctor: That physiological surge is your autonomic nervous system going into thoughts are loudest during the panic. Tells me you are going to fail all your classes. Your teachers think you are lazy, always looking at you and whispering. It feels 100% true in that moment. Those are textbook cognitive distortion, catastrophizing, jumping straight to the worst case scenario and mind reading, assuming others are judging the intense wave and stay home. What happens to the anxiety?
Patient: The second my mom says, okay, you can stay home today, immense relief. But then by 2 p.m., I feel guilty and depressed because I fell further behind.
Doctor: Exactly. The fear cycle won't. Let's explore the broader background. Any family history of anxiety?
Family Member: Maternal side, my mother suffered from severe panic disorder and generalized anxiety. I also experienced social anxiety during university. Hospitalizations. No medical conditions. Sarah had asthma as a young child, which resolved. She takes no prescribed medications, only occasional melatonin. Sleep has been very poor. She lies awake until two o'clock or 3 a.m. scrolling on her phone or replaying school worries.
Doctor: So for a 4P clinical formulation, predisposing maternal genetic vulnerability to anxiety and a sensitive temperament, precipitating the transition to the larger or demanding grade 10 high school environment, points of school to stay home. Sarah is articulate, reflective, and has artistic strengths. Family is highly supportive and actively engaged in seeking care.