At the end of this simulation, learners will: 1) Recognize impending delivery and mobilize appropriate resources (ie, both obstetrics [OB] and NICU/pediatrics); 2) Identify risk factors for shoulder dystocia based on history and physical; 3) Recognize shoulder dystocia during delivery; 4) Demonstrate maneuvers to relieve shoulder dystocia; 5) Communicate with team members and nursing staff during resuscitation of a critically ill patient.
ABSTRACT: Audience: The target audience for this simulation is 4th year medical students, emergency medicine residents, pediatric residents, and family medicine residents. Introduction: Brugada syndrome is defined as the combination of specific electrocardiogram (ECG) changes and clinical manifestations of a ventricular arrhythmia, including syncope and sudden cardiac arrest.1 Brugada syndrome is caused by a mutation in the phase-0 cardiac sodium channel. This
At the conclusion of the simulation session, learners will be able to: 1) Recognize the clinical signs and symptoms associated with Guillain-Barré syndrome, including muscle weakness and hyporeflexia. 2) Identify abnormal vital signs secondary to dysautonomia. 3) Discuss evaluation for impending respiratory failure, including bedside pulmonary function testing. 4) Discuss the management of Guillain-Barré, including management of dysautonomia and respiratory failure, as well as definitive management with plasmapheresis versus intravenous immunoglobulin. 5) Appropriately disposition the patient to the intensive care unit. 6) Effectively communicate with team members and nursing staff during resuscitation of a critically ill patient
At completion of this case learners should be able to: 1) Recognize and differentiate between systemic inflammatory response syndrome, sepsis, severe sepsis, and septic shock. 2) Prepare an appropriate differential diagnosis for a patient with sepsis. 3) Demonstrate appropriate fluid resuscitation and antibiotic therapy for a septic patient. 4) Demonstrate appropriate vasopressor therapy for a septic patient. 5) Understand and apply the Surviving Sepsis Guidelines.
At the end of this case learners should be able to prepare a differential for patients with chest pain, provide appropriate medications for a patient with chest pain, recognize an ST segment elevation MI, and appropriately disposition a patient with acute myocardial infarction (AMI).
The Use of a Social Media Based Curriculum for Newly Matched Interns Transitioning into Emergency Medicine ResidencyDOI: https://doi.org/10.21980/J8F92G
This curriculum is designed to bridge this gap by fostering an environment in which incoming interns can communicate, collaborate, and practice clinical reasoning with each other and faculty prior to their arrival in residency. The goals and objectives were tailored to the Accreditation Council for Graduate Medical Education (ACGME) level 1 milestones in patient care. 1) Interpret basic ECGs; 2) Demonstrate ability to interpret basic radiographs; 3) Identify common visual diagnoses; 4) Identify common neurological emergencies on head imaging; 5) Recognize basic airway anatomy; 6) Demonstrate successful application of FOAMed resources to clinical cases; 7) Interpret common ultrasound images; 8) Describe common ED procedures; 9) Demonstrate fundamental knowledge of evidence-based medicine and biostatistics