Cardiology/Vascular

Electrical Storm/Refractory Ventricular Tachycardia

Ashley R Tarchione, MD* and Amrita Vempati, MD^

DOI: https://doi.org/10.21980/J8TS80 Issue 9:2[mrp_rating_result]
By the end of this simulation, learners should be able to: 1) recognize unstable ventricular tachycardia and initiate ACLS protocol, 2) practice dynamic decision making by switching between various ACLS algorithms, 3) create a thoughtful approach for further management of refractory ventricular tachycardia, 4) interpret electrocardiogram (ECG) with ST-segment elevation (STE) and left bundle branch block (LBBB), 5) appropriately disposition the patient and provide care after return of spontaneous circulation (ROSC), 6) navigate a difficult conversation with the patient’s husband when she reveals that the patient’s wishes were to not be resuscitated.
Cardiology/VascularSimulation

Managing STEMIs without a Catheterization Lab: A Simulated Scenario to Improve Emergency Clinician Recognition and Execution of Thrombolysis in the Setting of Rural STEMI Management

Scott Schoenborn, MD,*^ Anthony F Steratore, MD,*^ Adam Hoffman, CHSE,*^ Thomas C Marshall, MD,*^ Erica B Shaver, MD,*^ and Christopher S Kiefer, MD*^

DOI: https://doi.org/10.21980/J8K933 Issue 9:2[mrp_rating_result]
By the end of this simulation, learners will be able to: 1) diagnose ST elevation myocardial infarction accurately and initiate thrombolysis in the rural setting without timely access to cardiac catheterization; 2) engage the simulated patient in a shared decision-making conversation, clearly outlying the benefits and risks of thrombolysis; 3) identify the indications and contraindications for thrombolysis in ST elevation myocardial infarction; 4) arrange for transfer to a tertiary care center following completion of thrombolysis.
Cardiology/VascularSimulation

Hypertensive Emergency Team-Based Learning

Khoa Nguyen, MD*, Jordan Gawon Shin^, and Jessica Andrusaitis, MD, MS*

DOI: https://doi.org/10.21980/J8BP90 Issue 9:2[mrp_rating_result]
By the end of this TBL session, learners should be able to: 1) define features of asymptomatic hypertension versus hypertensive emergency, 2) discuss which patients with elevated blood pressure may require further diagnostic workup and intervention, 3) identify a differential diagnosis for patients presenting with elevated blood pressures, 4) recognize the features of different types of end-organ damage, 5) review an algorithm for the pharmacologic management of hypertensive emergencies, 6) indicate dosing and routes of various anti-hypertensive medications, 7) choose the appropriate treatment for a patient who is hypertensive and presenting with flash pulmonary edema, 8) identify an aortic dissection on computed tomography (CT), 9) choose the appropriate treatment for a patient who is hypertensive and presenting with an aortic dissection, 10) identify intracranial hemorrhage on CT, 11) choose the appropriate treatment for a patient who is hypertensive and presenting with an intracranial hemorrhage, and 12) describe the intervention for warfarin reversal.
Cardiology/VascularTeam Based Learning (TBL)

Calcium Channel Blocker Overdose

Jessica G Andrusaitis, MD, MS* and Alan Givertz, MD^

DOI: https://doi.org/10.21980/J8CQ07Issue 9:1[mrp_rating_result]
At the end of this oral board session, examinees will: (1) demonstrate ability to evaluate a patient with undifferentiated shock with bradycardia and discuss the differential diagnosis, (2) recognize the signs and symptoms of calcium channel blocker overdose, (3) demonstrate ability to manage treatment of a patient with calcium channel overdose.
Cardiology/VascularCertifying Exam CasesToxicology

Ventricular Tachycardia

Rohit Menon, MD*, Geremiha Emerson, MD* and Jennifer Yee, DO* 

DOI: https://doi.org/10.21980/J8KD2R Issue 8:4[mrp_rating_result]
At the conclusion of the simulation session, learners will be able to: 1) identify the different etiologies of VT, including structural heart disease, acute ischemia, and acquired or congenital QT syndrome; 2) describe confounding factors of VT, such as electrolyte abnormalities and sympathetic surge; 3) describe how to troubleshoot an unsuccessful synchronized cardioversion, including checking equipment connections, increasing delivered energy, and changing pad placement; 4) compare and contrast treatments of VT based on suspected underlying etiology; 5) describe reasons to activate the cardiac catheterization lab other than occlusive myocardial infarction; and 6) identify appropriate disposition of the patient to the cardiac catheterization lab.
Cardiology/VascularSimulation

Acute Pulmonary Edema and NSTEMI

Ashley Pilgrim, MD*

DOI: https://doi.org/10.21980/J8CW67 Issue 8:3[mrp_rating_result]
At the end of this practice oral boards case, the learner will: 1) recognize unstable vital signs (VS) and intervene to stabilize ventilation and oxygenation, 2) demonstrate the ability to obtain a complete medical history including the important characteristics of chest pain, 3) demonstrate an appropriate exam on a patient, 4) order the appropriate evaluation studies for a patient with complaints of dyspnea, 5) interpret the results of diagnostic evaluation and diagnose Non- ST elevation myocardial infarction (NSTEMI) and pulmonary edema, 6) order appropriate management of pulmonary edema and NSTEMI, and 6) demonstrate effective communication with patient and family members.
Cardiology/VascularCertifying Exam Cases

Construction of Soft Prep Cadaver Pericardiocentesis Training Model and Implementation Among Emergency Medicine Residents

Kathryn Oskar, MD* and Dana Stearns, MD^

DOI: https://doi.org/10.21980/J87930 Issue 8:2[mrp_rating_result]
By the end of this session, residents will gain increased procedural competence and confidence with pericardiocentesis. Residents will be able to identify necessary supplies for the procedure, identify relevant surface anatomy and ultrasound views, and successfully aspirate fluid from model effusion.
Cardiology/VascularInnovationsProcedures

Peripartum Cardiomyopathy

Victoria L Morris, MD*, Carolina Mendoza, MD*, Gowri S Stevens, MD*, Jessica L Wilson, MD*and Adeola A Kosoko, MD*

DOI: https://doi.org/10.21980/J8ZS9M Issue 8:2[mrp_rating_result]
By the end of this simulation session, learners will be able to: 1) initiate a workup of a pregnant patient who presents with syncope, 2) accurately diagnose peripartum cardiomyopathy, 3) demonstrate care of a gravid patient in respiratory distress due to peripartum cardiomyopathy, 4) appropriately manage cardiogenic shock due to peripartum cardiomyopathy.
Cardiology/VascularOb/GynSimulation