Curricula

A Pediatric Emergency Medicine Refresher Course for Generalist Healthcare Providers in Belize: Respiratory Emergencies

Adeola Adekunbi Kosoko, MD*, Alicia E Genisca, MD^, Marideth Rus, MD†, Shreya Ramayya**, Lisa Johnson, MD^^ and Joy Mackey, MD††

DOI: https://doi.org/10.21980/J84063 Issue 6:2[mrp_rating_result]
This curriculum presents a refresher course in recognizing and stabilizing pediatric acute respiratory complaints for generalist healthcare providers practicing in LMICs. Our goal is to implement this curriculum in the small LMIC of Belize. This module focuses on common respiratory complaints, including asthma, bronchiolitis, pneumonia and acute airway management.
CurriculaRespiratory

An Ultrasound-Guided Regional Anesthesia Elective for Emergency Medicine Residents

Ryan V Tucker, MD*, Robert Huang, MD*, William J Peterson, MD*, Brendan W Munzer, MD* and Molly Thiessen, MD^

DOI: https://doi.org/10.21980/J8TP9B Issue 6:1[mrp_rating_result]
ABSTRACT: Audience: This ultrasound-guided regional anesthesia elective is designed for emergency medicine residents. Length of Curriculum: The proposed length of this curriculum is over one week. Introduction: Ultrasound-guided regional anesthesia (UGRA) is a useful tool in the emergency department (ED) for managing painful conditions, and many programs have identified that these are useful skills for emergency providers; however, only about
ProceduresCurriculaUltrasound

Case Based Questions For Teaching EM Pharmacotherapy

David Eichenberger, MD*, Gary Pollock, MD*, Luke Huber, MD*, Aaron Brown, MD* and David Zimmerman, PharmD^

DOI: https://doi.org/10.21980/J8PW61 Issue 6:1[mrp_rating_result]
Our goals were to teach residents clinical applications of EM pharmacotherapy including drug selection and consideration of alternatives, interactions, and adverse effects, as well as to prepare them for pharmacotherapy questions on board examinations.
PharmacologyCurricula

Periodic Refresher Emails for Emergency Department Mass Casualty Incident Plans

Jessie G Nelson, MD*^, Sara Hevesi, MD†, Robert Welborn, MD†, Krista R Carlson, MD, MS**, Benjamin Eide, MPH^^, Merideth Winkler, RN, BSN†, Marissa K Peterson, MS††, Elizabeth Ramey, MS

DOI: https://doi.org/10.21980/J8C05WIssue 5:3[mrp_rating_result]
This curriculum is intended to maintain a knowledge base of MCI processes to mitigate degradation of necessary knowledge between hands-on MCI training.
EMSAdministrationCurricula

A Model Curriculum for a Helicopter Emergency Medicine Services (HEMS) Rotation for Resident Physicians

Jordan Imoehl, MD*^, Michael T Steuerwald, MD*^ and Andrew D Cathers, MD*^

DOI: https://doi.org/10.21980/J8GP97 Issue 5:3[mrp_rating_result]
The primary objective of this course is to present a standardized curriculum which allows learners to gain understanding of HEMS systems and retrieval medicine while practicing safety in the aviation environment.
EMSCurricula

Introduction to Wilderness Medicine – A Medical School Elective

Mark A Pittman, MD*, Trevor Slone, DO* and Matthew Wilson, MD^

DOI: https://doi.org/10.21980/J8B93X Issue 5:1[mrp_rating_result]
The primary objective of this course is to provide fourth year medical students an introduction to wilderness medicine.  Students will be able to: explain fundamental concepts of practicing medicine in austere conditions; identify and initiate treatment for common wilderness medicine conditions; and utilize the non-medical aspects of providing care in austere environments.
WildernessCurricula

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Environmental Emergencies

Daniel Bachmann, MD*, Sarah Gartner, BS^, Andrew King, MD*, Nicholas Kman, MD*, Mary Jo A Bowman, MD† and Michael Barrie, MD*

DOI: https://doi.org/10.21980/J8TP8Z Issue 4:2[mrp_rating_result]
Through a flipped classroom design, we aim to teach the presentation and management of environmental emergencies, specifically cold related illness, heat related illness, undersea medicine, high altitude medicine, submersion, electrocution, radiation injury, and envenomation. 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.
WildernessCurricula

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Hematologic/Oncologic Emergencies Small Group Module

Michael G Barrie, MD*, Chad L Mayer, MD*, Colin Kaide, MD*, Emily Kauffman, DO*, Jennifer Mitzman, MD*, Matthew Malone, MD*, Daniel Bachmann, MD*, Ashish Panchal, MD*, Howard Werman, MD*, Benjamin Ostro, MD* and Andrew King, MD*

DOI: https://doi.org/10.21980/J8VW56Issue 4:1[mrp_rating_result]
We aim to teach the presentation and management of psychiatric 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.
Hematology/OncologyCurricula