Posts by JETem

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

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

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

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

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

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
Dermatomyositis Face. JETem 2024

A Case Report on Dermatomyositis in a Female Patient with Facial Rash and Swelling

Rosalind Ma, MD* and Colin Danko, MD*

DOI: https://doi.org/10.21980/J8506D Issue 9:4 No ratings yet.
The physical exam revealed significant periorbital swelling, facial edema, and a maculopapular rash across the upper chest, symmetrically across the extensor surfaces of the hands and the bilateral arms and thighs. The photograph of her face shows light-red to violaceous macules and patches, with inclusion of the nasolabial folds as well the forehead and upper eyelids with periorbital edema (heliotrope sign). The other rash images show “Shawl sign” (photograph of back showing erythema over the posterior aspect of the upper back), V sign (photograph of chest showing light-red violaceous plaque on mid-chest), Gottron's papules (photograph of hands showing light red scaly papules overlying the right proximal interphalangeal joint [R PIP] and the metacarpophalangeal joint [MCP], and holster sign (photograph of thigh showing light red patches on bilateral lateral thighs). This distribution of rashes is pathognomonic for DM.
Visual EMCurrent IssueDermatology
Vulvar Hematoma. CT Coronal Unannotated. JETem 2024

Computed Tomography Findings in Non-Obstetric Vulvar Hematoma: A Case Report

Eleanor M Birch, MD, MPH*, Theodore McClean, MD* and Scott Szymanski, MD*

DOI: https://doi.org/10.21980/J8194H Issue 9:4 No ratings yet.
Bedside ultrasound was first used to evaluate for evidence of abscess or cyst formation. Ultrasound demonstrated a hypoechoic area within the right labia without evidence of a cyst or abscess wall. Based on these findings, an angiogram CT of the pelvis was obtained which revealed a vulvar hematoma with evidence of active arterial extravasation. In both the coronal and axial view, there is an asymmetric area of isodensity in the right labia representing a hematoma (blue circled area). Angiography may show areas of active extravasation, which appears as hyperdensity within the area of hematoma (see red arrow in coronal plane).
Visual EMCurrent IssueOb/Gyn

Utilization of an Asynchronous Online Learning Module Followed by Simulated Scenario to Train Emergency Medicine Residents in Mass-Casualty Triage

Justin P Delgado, DO*, Douglas Spencer, DO* and Leah M Bralow, MD*^

DOI: https://doi.org/10.21980/J89S7Z Issue 9:3 No ratings yet.
The purpose of this session is to train EM residents in the use of the Simple Triage and Rapid Treatment (START) and pediatric JumpSTART algorithms for triage in mass casualty incidents (MCIs) using an asynchronous model. By the end of this small group session, learners will be able to: 1) describe START triage for adult MCI victims; 2) describe JumpSTART triage for pediatric MCI victims; 3) demonstrate the ability to apply the START and JumpSTART triage algorithms in a self-directed learning environment; 4) demonstrate the ability to apply the START and JumpSTART triage algorithms in a simulated mass casualty scenario under time constraints; and 5) demonstrate appropriate use of acute life-saving interventions as dictated by the START and JumpSTART triage algorithms in a high-pressure simulated environment.
EMSSmall Group Learning

Development and Design of a Pediatric Case-Based Virtual Escape Room on Organophosphate Toxicity

Kaitlyn Boggs, MD*, Manu Madhok, MD, MPH^ and Tania Ahluwalia, MD, MPH†**

DOI: https://doi.org/10.21980/J8DH1V Issue 9:3 No ratings yet.
By the end of the activity, learners should be able to: 1) recognize risk factors, symptoms, and presentation for organophosphate poisoning; 2) understand the radiologic and laboratory findings in organophosphate poisoning; 3) distinguish and differentiate electrocardiogram findings in common toxic ingestions; 4) explain the pathophysiology of organophosphate poisoning; 5) understand the importance of decontamination of the patient and personal protective equipment for staff for organophosphate poisoning; 6) describe the airway management of organophosphate poisoning; 7) describe the medical management of organophosphate poisoning, including antidotes and the correct dosing and 8) demonstrate teamwork through communication and collaboration.
Small Group LearningToxicology