Latest Articles
A Low-Cost Rectal Foreign Body Removal Simulator
DOI: https://doi.org/10.5070/M5.56950This task trainer is intended to facilitate hands-on training in rectal foreign body removal. By the end of this training session, learners should be able to: 1) describe the indications and contraindications for rectal foreign body removal in the emergency department, and 2) demonstrate the ability to remove rectal foreign bodies of varying sizes, shapes, and depths of insertion using multiple techniques.
Priapism got you down? A novel method to build your own moderate fidelity task trainer
DOI: https://doi.org/10.5070/M5.52240By the end of this educational session, participants should be able to: 1) identify indications, contraindications, and potential complications of priapism management, 2) gather appropriate supplies and describe relevant landmarks, anatomy, and patient positioning for management of priapism, 3) demonstrate a dorsal penile nerve block, aspiration of corpus cavernosum, and intracavernosal phenylephrine administration to treat priapism, and 4) develop an approach to manage common pitfalls of priapism care.
Cadaveric Model of Pneumothorax (the GASP model): A Realistic, Reusable and Cost-Effective Simulator for Chest Drainage Training
DOI: https://doi.org/10.5070/M5.52367By the end of this educational session using the GASP model, learners should be able to: 1) identify the two main thoracic anatomical landmarks commonly used in clinical practice for CD: the second intercostal space at the midclavicular line, and the fifth intercostal space at the midaxillary line, 2) become familiar with the tactile sensation of palpating the superior border of the rib, a key landmark for directing the chest tube safely and with the correct angulation, 3) mastering the three main techniques of CD: needle decompression, chest tube insertion, and finger thoracostomy, and 4) demonstrate proficiency while performing the procedure within a complex simulation scenario.
Clinical Decision Making: Sickle Cell Crisis with Acute Chest Syndrome
DOI: https://doi.org/10.5070/M5.53173By the end of this clinical decision-making case, learners will be able to: 1) demonstrate familiarity with a case, 2) identify focused historical and physical exam findings in ACS, 3) develop a differential diagnosis for chest pain in a sickle cell patient, 4) select and interpret appropriate diagnostic studies, 5) initiate ED management including oxygen, antibiotics, and pain control, 6) recognize when to consult hematology and consider transfusion, 7) appropriately disposition the patient and communicate a transition of care, and 8) explain the pathophysiology of ACS.
Physical Wellbeing Scavenger Hunt
DOI: https://doi.org/10.5070/M5.53258By the end of this session, the learner will be able to: 1) implement basic ways to improve sleep quality, 2) avoid common pitfalls in diet and nutrition, 3) incorporate more physical activity into their lives.
Physical Frailty and End-of-Life Care Small Groups
DOI: https://doi.org/10.5070/M5.53060At the end of this module, learners should be able to: 1) recognize and classify end-of-life trajectories, 2) define physical frailty, including risk factors, prevalence and prognosis in ED patients, 3) develop a differential diagnosis and diagnostic and treatment plan for a patient with metastatic cancer presenting with fatigue, constipation, labile mood, and diffuse osseous pain, 4) review Medicare Hospice Benefit eligibility, 5) understand the differential diagnosis and medical management of chemotherapy-related nausea, 6) discuss the assessment and management of dyspnea in end-of-life patients, and 7) review how to estimate and communicate prognosis using practical timeframes.
Sweet Success: Using Candy Land to Explore Gamification in Medical Education
DOI: https://doi.org/10.5070/M5.53816By the end of this session, learners will be able to (1) describe key principles of gamification in medical education, (2) identify resources and tools for implementing gamification, (3) actively participate in a gamified educational activity, and (4) design a simple plan to implement gamification in their own teaching, considering benefits and potential challenges.
All In: A Casino-Themed Emergency Medicine Conference Day
DOI: https://doi.org/10.5070/M5.52394By the end of this educational intervention, participants will be able to: 1) demonstrate airway management skills through simulation, including equipment setup and timely interventions for both adult and pediatric cases, 2) interpret various electrocardiograms (EKGs) in high-pressure scenarios, 3) analyze cases and apply evidence-based management in various rapid-response scenarios, 4) demonstrate rapid recall of EM knowledge by answering board-style trivia questions, and 5) demonstrate increased confidence in team-based decision-making, effective communication under pressure, and leadership in high-stress emergency situations.
The Challenge of Critical Feedback: A Simulation-based Advanced Residents as Teachers Module
DOI: https://doi.org/10.5070/M5.52392The purpose of this module was to provide a safe learning environment for residents to practice giving critical feedback to medical students. By the end of the session, residents will be able to 1) identify gaps in student proficiency through analysis of a simulated student’s clinical performance as demonstrated by a simulated case presentation, 2) formulate specific feedback for student learners to target identified gaps, and 3) apply a newly learned strategy for providing feedback to a “student” during two simulation-based communication cases.
Meeting the Milestones through Simulation: Disclosing a Medical Error
DOI: https://doi.org/10.5070/M5.53010By the end of this simulation activity, learners will be able to: 1) disclose a medical error to a patient and/or their family, 2) understand the different types of patient safety events that should be reported, 3) locate the form for disclosing a patient safety event at their institution, and 4) appropriately complete a patient safety report at their institution.