Posts by JETem

Creative Commons images

Tick Removal

Belinda Lao, MD* and Xiao Chi Zhang, MD*

DOI: https://doi.org/10.21980/J8HK9H Issue 4:1[mrp_rating_result]
On physical exam, an engorged tick was found attached to the patient’s left upper back.  The underlying skin was nontender but mildly erythematous, without central clearing. The tick was gently removed with blunt angle forceps and sent for further analysis, which later revealed the specimen to be an American dog tick (Dermacentor variabilis).
WildernessVisual EM
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Lightning Ground Current Injury: A Subtle Shocker

Gregory S Podolej, MD* and Naomi Nardi, MD*

DOI: https://doi.org/10.21980/J8KD1C Issue 4:1[mrp_rating_result]
The first photograph demonstrates a dendritic blister (Lichtenburg figure) on the medial aspect of his right foot where the ground current injury entered the patient's foot. Although no data exists regarding the sensitivity or specificity of Lichtenberg figures as skin findings, they are considered pathognomonic for lightning injuries and are not produced by alternating current or industrial electrical injuries. The second photograph demonstrates a 4 x 3 cm area of petechiae where the ground current injury exited the patient.
WildernessDermatologyVisual EM

Intern Preparedness Curriculum: A comprehensive curriculum to prepare emergency medicine interns for residency

Sara Krzyzaniak, MD* and Nur-Ain Nadir, MD, MHPE*

DOI: https://doi.org/10.21980/J8C04H Issue 3:4[mrp_rating_result]
The primary goal of this curriculum is to teach EM interns critical thinking; clinical decision making; and presentation, communication, documentation and procedural skills. The secondary goal is to identify interns who might not be performing at the expected level for potential early intervention. In addition, we wanted to ensure that all interns have achieved Level 1 milestones in the patient care, systems-based practices, and interpersonal and communication competencies.
Miscellaneous (stats, etc)Curriculum

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Endocrine and Metabolic Emergencies Small Group Module

Geremiah G Emerson, MD*, Andrew King, MD*, Margaret Krebs, MD*, Diane Gorgas, MD*, Sandra P Spencer, MD^ and Michael G Barrie, MD*

DOI: https://doi.org/10.21980/J8792MIssue 3:4[mrp_rating_result]
We aim to teach the presentation and management of endocrine emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculumEndocrine
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Low-Cost, Low Fidelity Meat Model to Teach Ultrasound Guided Nerve Blocks

Morgan Oakland, MD*, Shruti Chandra, MD* and Carl Alsup, MD*

DOI: https://doi.org/10.21980/J83G9RIssue 3:4[mrp_rating_result]
Upon completion of this workshop, learners will be able to: 1) Describe the risks and benefits of ultrasound guided nerve blocks. 2) Choose the appropriate nerve to block based on the area that needs anesthesia. 3) Display proficiency in performing an ultrasound guided nerve block on meat models. 4) Verbalize confidence in successfully performing ultrasound guided regional anesthesia. By successfully meeting these objectives, we aim to improve learner confidence and clinical ability in performing ultrasound guided nerve blocks.
UltrasoundInnovations

Tubo-Ovarian Abscess

Patrick G Meloy, MD*, Amit Bhambri, MD^ and Megan C Henn, MD*

DOI: https://doi.org/10.21980/J8Q92ZIssue 3:4[mrp_rating_result]
We aim to teach the presentation and management of cardiovascular emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
Ob/GynCertifying Exam Cases

Pediatric Airway Team Based Learning

Sara Paradise, MD*, Aaron Leetch, MD^† and Garrett S. Pacheco, MD^†

DOI: https://doi.org/10.21980/J8KH01 Issue 3:4[mrp_rating_result]
This cTBL covers a variety of pediatric airway emergencies.  Therefore, by the end of this cTBL, the learner will be able to:  1) List the signs and symptoms associated with airway foreign body obstructions. 2) State the appropriate management of upper and lower airway foreign bodies. 3) Discuss the symptoms, signs, and management of bacterial tracheitis. 4) Discuss a step-wise algorithm for emergency asthma treatment in the emergency department setting. 5) Identify the potential complications of tonsillectomy and the acute management of post-tonsillectomy hemorrhage.
PediatricsRespiratoryTeam Based Learning (TBL)

Cocaine-induced Myocardial Infarction and Pulmonary Edema

Dae-won Lee, MD* and Timothy J Koboldt, MD*

DOI: https://doi.org/10.21980/J8ZS87Issue 3:4[mrp_rating_result]
By the end of this simulation session, the learners will be able to:1) Determine appropriate diagnostics in a patient with likely cocaine toxicity. 2) Identify and manage respiratory failure.  3) Identify and manage a ST-elevation myocardial infarction (STEMI) and pulmonary edema. 4) Identify and manage cocaine toxicity with benzodiazepines. 5) Determine appropriate disposition of the patient to the cardiac catheterization lab and an intensive care unit (ICU). 6) Demonstrate effective communication and teamwork during resuscitation of a critically ill patient.
Cardiology/VascularSimulationToxicology