Posts by JETem

Pleural Effusion, AP Chest Xray JETem 2016

Large Right Pleural Effusion

Robert Rowe, MD* and Alisa Wray, MD*

DOI: https://doi.org/10.21980/J8D59FIssue 1:2[mrp_rating_result]
Chest x-ray and bedside ultrasound revealed a large right pleural effusion, estimated to be greater than two and a half liters in size.
RespiratoryVisual EM
Morel Lavalee Lesion

Morel-Lavallée Lesion

Grant G Simpson* and Brandon R Allen, MD*

DOI: https://doi.org/10.21980/J88G65Issue 1:2[mrp_rating_result]
On physical examination, the patient was noted to have a nearly “watermelon-sized” fluctuant mass to his right lateral superior quadriceps with multiple overlying abrasions (Image 1). Computed tomography (CT) scans of the area showed a large heterogeneous collection measuring roughly 37x9.5x16 centimeters in the subcutaneous adipose layer of the lateral right thigh (Image 2), while ultrasonography revealed a complex fluid collection containing some nodular solid components and debris (Image 3). Additionally, radiographs confirmed multiple fractures including most significantly a pelvic ring fracture. Surgical debridement, evacuation, and sclerodhesis were performed nine weeks post injury to allow overlying abrasions to heal prior to intervention.
OrthopedicsVisual EM
Creative Commons images

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Megan Boysen-Osborn, MD*, Shannon Toohey, MD*, Michael Gisondi, MD‡, and Margaret Wolff , MD^

DOI: https://doi.org/10.21980/J8RP4TIssue 1:1[mrp_rating_result]
By the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction
Faculty DevelopmentLecturesTeam Based Learning (TBL)
Creative Commons images

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Megan Boysen-Osborn, MD*, Margaret Wolff, MD‡, Michael Gisondi, MD^

DOI: https://doi.org/10.21980/J8MW2WIssue 1:1[mrp_rating_result]
By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.
Faculty DevelopmentLecturesTeam Based Learning (TBL)

Carbon Monoxide Poisoning

Alisa Wray, MD*

DOI: https://doi.org/10.21980/J8KH59CIssue 1:1[mrp_rating_result]
By completing this oral board case learners will 1) evaluate a patient with altered mental status and discuss the differential diagnosis of a patient with altered mental status and weakness; 2) recognize the signs and symptoms of carbon monoxide poisoning; 3) manage treatment of a patient with carbon monoxide poisoning
ToxicologyBoard ReviewCertifying Exam Cases

Emergencies in Hemodialysis Patients

Shannon Toohey, MD*

DOI: https://doi.org/10.21980/J81591Issue 1:1[mrp_rating_result]
By the end of this session, the learner will: 1) describe primary dialysis complications; 2) construct a full differential for a dialysis patient presenting with complications; 3) formulate an appropriate treatment and resuscitation in an acutely ill dialysis patient; 4) plan appropriate disposition and utilization of consultants for dialysis complications.
Renal/ElectrolytesTeam Based Learning (TBL)

Approach to Acute Headache: A Flipped Classroom Module for Emergency Medicine Trainees

Jeff Riddell, MD*, Stacy Sawtelle, MD^, Paul Jhun, MD‡, James Comes, MD^, Ramin Tabatabai, MD~, Daniel Joseph, MD~, Jan Shoenberger, MD~, Esther Chen, MD‡, Christopher Fee, MD‡, and Stuart Swadron, MD~

DOI: https://doi.org/10.21980/J8WC73Issue 1:1[mrp_rating_result]
At the end of this module, the learner will be able to: 1) list the diagnoses critical to the emergency physician that may present with headache; 2) identify key historical and examination findings that help differentiate primary (benign) from secondary (serious) causes of headache; 3) discuss the indications for diagnostic imaging, lumbar puncture and laboratory testing in patients with headache; 4) recognize life-threatening diagnoses on CT imaging and CSF examination; 5) describe treatment strategies to relieve headache symptoms.
NeurologySmall Group Learning

Mesenteric Ischemia

Shannon Toohey, MD*

DOI: https://doi.org/10.21980/J8CC7FIssue 1:1[mrp_rating_result]
At the end of this simulation session, the learner will: 1) Recognize signs and symptoms of mesenteric ischemia; 2) order appropriately imaging and labs in the workup of an elderly patient with abdominal pain; 3) manage a patient with mesenteric ischemia, a rare, but serious cause of abdominal pain in the elderly; 4) discuss anchoring bias, specifically related to patients referred to the ED with an established diagnosis by outside specialists.
Abdominal/GastroenterologySimulation