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A Case of Painful Visual Loss – Managing Orbital Compartment Syndrome in the Emergency Department

Jessica Pelletier, DO*, Alexander Croft, MD*, Michael Pajor, MD*, Matthew Santos, MD^, Douglas Char, MD *, Marc Mendelsohn, MD, MPH*, and Ernesto Romo, MD* 

DOI: https://doi.org/10.21980/J8N35D Issue 9:4 No ratings yet.
By the end of this simulation, learners will be able to: 1) demonstrate the major components and a systematic approach to the emergency ophthalmologic examination, 2) develop a differential diagnosis of sight-threatening etiologies that could cause eye pain or vision loss, 3) demonstrate proficiency in performing potentially vision-saving procedures within the scope of EM practice.
Current IssueOphthalmologySimulation
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Going in Blind: A Common Scenario in an Uncommon Situation

Ethan Hartman, MD* and Kimberly Sokol, MD, MS, MACM* 

DOI: https://doi.org/10.21980/J8RS8C Issue 9:4 No ratings yet.
By the end of this simulation, learners will be able to (1) evaluate and treat a patient experiencing myocardial infarction and subsequent cardiac arrest during a power outage, (2) describe the local protocols for managing patient care during a power outage, (3) demonstrate the ability to coordinate a medical team during a simulated power outage in an emergency department with limited resources, (4) manage a cardiac arrest patient by following Advanced Cardiac Life Support (ACLS) protocols for bradycardia and ventricular fibrillation, and (5) justify the urgency of transfer to a certified ST segment elevation myocardial infarction center/cardiac intensive care unit, referencing the recommended 120-minute door-to-balloon time.
Current IssueCardiology/VascularMiscellaneous (stats, etc)Simulation
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Actively Teaching Active Teaching Techniques

Alice Walz, MD* and Ian Kane, MD^

DOI: https://doi.org/10.21980/J8H94V Issue 9:4 No ratings yet.
By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.
Current IssueFaculty DevelopmentMiscellaneous (stats, etc)Small Group Learning
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A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation

Mary G McGoldrick, MD*, Laryssa Patti, MD^, Meigra Chin, MD^, and Tiffany Murano, MD*

DOI: https://doi.org/10.21980/J88S81 Issue 9:4 No ratings yet.
By the end of this activity, learners will be able to: 1) identify and name species responsible for bite/sting/envenomation injuries, 2) recognize associated signs, symptoms, physical exam findings and complications associated with bites/stings/envenomations by certain species, 3) discuss management such as antibiotics, antivenom, and supportive care.
Current IssueSmall Group LearningWilderness
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Bridging Hospital Resource Variability: Adapting the Escape Room to Integrate Procedure Teaching for Emergency Medicine Trainees in India

Jodi DeJohn, MD*, Tania Ahluwalia, MD, MPH^, Manu Madhok, MD, MPH† Shweta Gidwani, FRCEM**, Katherine Douglass, MD, MPH** and Susan Owens, MD, MPH*

DOI: https://doi.org/10.21980/J8CK98 Issue 9:4 No ratings yet.
By the end of the escape room, learners should be able to: 1) describe the mechanism of action of antiretroviral therapies available in India, 2) prescribe initial antiretroviral therapy to a patient presenting to the emergency department with a new diagnosis of HIV, 3) develop a differential diagnosis for a patient with HIV presenting to the ED with chest pain, 4) identify common dermatologic manifestations of opportunistic infections in patients with HIV, 5) identify computerized tomography scan and lumbar puncture features for central nervous system infections seen in patients with Acquired Immunodeficiency Syndrome (AIDS), 6) identify red flag features and appropriate workup for a patient with HIV presenting with a headache to the ED, 7) interpret images obtained during a Rapid Ultrasound for Shock and Hemorrhage (RUSH) exam, 8) identify cardiac tamponade and perform a pericardiocentesis, and 9) communicate and collaborate as a team to manage a complex, unstable patient with HIV in the ED.
Current IssueInfectious DiseaseSmall Group Learning
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A Simulation and Small-Group Pediatric Emergency Medicine Course for Generalist Healthcare Providers: Gastrointestinal and Nutrition Emergencies

Adeola Adekunbi Kosoko, MD*, Alicia E Genisca, MD^, Nicholas A Peoples, MSc, MA†, Connor Tompkins†, Ryan Sorensen† and Joy Mackey, MD**

DOI: https://doi.org/10.21980/J8WH2K Issue 9:4 No ratings yet.
The aim of this curriculum is to increase learners’ proficiency in identifying and stabilizing acutely ill pediatric patients with gastrointestinal medical or surgical disease or complications of malnutrition. This module focuses on the diagnosis and management of gastroenteritis, acute bowel obstruction, and deficiencies of feeding and nutrition. The target audience for this curriculum is generalist physicians and nurses in limited-resource settings.
Current IssueAbdominal/GastroenterologyCurriculaPediatrics