Lectures

How to Place a Central Line: Preparing Your Kit & Performing the Procedure

Christopher San Miguel, MD, MEd*, Krystin N Miller, MD*, Alexander Close, MD* and Jennifer Yee, DO, MAEd*

DOI: https://doi.org/10.5070/M5.54074 Issue 11:4[mrp_rating_result]
By the end of these videos, learners will be able to: 1. Identify and gather all necessary materials for internal jugular (IJ) CVC placement. 2. Describe the appropriate positioning of the patient, ultrasound machine, and proceduralist for CVC placement. 3. List common complications of IJ CVC placement. 4. Demonstrate sterile field preparation, including donning personal protective equipment (PPE), placing a sterile drape, and placement of a sterile ultrasound probe cover. 5. Perform a proper pre-procedural time-out including at least two patient identifiers and site verification. 6. Prepare and organize CVC kit components for efficient procedural flow. 7. Identify key anatomical landmarks and optimal patient positioning for right IJ CVC placement using ultrasound guidance. 8. Demonstrate stepwise needle insertion with real-time ultrasound visualization to safely cannulate the internal jugular vein. 9. Verify proper guidewire placement using both short- and long-axis ultrasound views before vessel dilation. 10. Perform safe dilation and catheter advancement using standard procedural technique. 11. Exhibit best-practice behaviors, including port flushing, line securement, and sterile dressing application. 12. Document the procedure and identify post-placement safety steps such as confirmatory chest imaging.
Current IssueLecturesProcedures

The Three Breath Method: Teaching Coping Mechanisms for Processing Patient Death

Sarah Petelinsek, BA*, Genae Christensen, MBA*, Alexander Franke, MD^, Christine Raps^, Allison Beaulieu, MD^, Megan Fix, MD^, Gabrielle Langmann, MD† and Patrick G Hughes, DO*

DOI: https://doi.org/10.5070/M5.53087 Issue 11:3[mrp_rating_result]
After watching the video, proposed viewers should be able to: 1) describe the Three-Breath technique, and its potential impact on healthcare providers' ability to manage stress and process patient death, 2) evaluate the effectiveness of the Three-Breath guided meditation in improving emotional reconciliation and reducing stress for emergency medicine physicians, and 3) demonstrate the Three-Breath technique and implement it into their own practice.
LecturesMiscellaneous (stats, etc)

PRIMER: Premedical Introduction to Mentored Emergency Research: Connecting Undergraduate Assistants and Emergency Medicine Residents in a Community Hospital Setting

M Kaitlin Parks, DO*^, Justin L Cupps, MIH3†, Jessica Meador, DO, MPH*^, Melody Kashef**, Danielle R Kirsch, PhD^^ and Sonja Settle, MLIS

DOI: https://doi.org/10.5070/M5.52386 Issue 11:3[mrp_rating_result]
The purpose of this project is to design a didactic training to provide undergraduate research assistants the necessary training to enhance resident research projects in the emergency department.
CurriculaCurriculumLecturesMiscellaneous (stats, etc)

Cognitive Errors and Debiasing

Joshua Ginsburg, MD, MHPE*

DOI: https://doi.org/10.21980/J84W96 Issue 10:3[mrp_rating_result]
By the end of this lecture, learners should be able to, 1) Define dual process theory, 2) identify common cognitive biases, 3) recognize high-risk situations for cognitive errors, and 3) discuss debiasing strategies and integrate one strategy into your workflow.
AdministrationFaculty DevelopmentLecturesMiscellaneous (stats, etc)

A Guide to the Medical School Curriculum Vitae

Konnor Davis, BS*, Megan Boysen-Osborn, MD, MHPE*^, Alisa Wray, MD, MAEd*^ and Lauren Stokes, EdD, MS*

DOI: https://doi.org/10.21980/J8HH1S Issue 9:1[mrp_rating_result]
After this lecture, learners should be able to: 1) elaborate on the significance of a CV for medical students and discuss its purpose, 2) outline the elements that should and should not be included on a CV, 3) integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV.
LecturesMiscellaneous (stats, etc)

Enneagram in EM

Megan Cifuni, MD, MHPE*, Cami Pfennig, MD, MHPE* and Caroline Astemborski, MD, MEHP*

DOI: https://doi.org/10.21980/J8ZM0G Issue 8:4[mrp_rating_result]
By the end of this session, the learner will be able to: 1) Self-identify with a primary enneagram personality type.  2) List the fears, desires, and motivations of the enneagram type.  3) Describe struggles in interacting with other disparate enneagram types. 4) Discuss strategies for success in facing conflict and interacting with other team members.
Faculty DevelopmentLecturesMiscellaneous (stats, etc)

Respiratory Distress in the Pediatric ED: A Case-based Self-directed Learning Module

Sravana Paladugu, MD*, Ngoc Van Horn, MD^ and Christine Kulstad, MD*

DOI: https://doi.org/10.21980/J8T64M Issue 7:4[mrp_rating_result]
Educational Objectives: By the end of this module, learners will be able to: 1) recognize the unique pathophysiology for respiratory distress in the pediatric population and formulate a broad differential; 2) understand the treatment principles for the most common causes of respiratory distress in children; 3) navigate and apply validated clinical decision-making tools for treatment of pediatric respiratory illnesses.
PediatricsLecturesRespiratory

Morphine Equianalgesic Dose Chart in the Emergency Department

Savannah Tan, MD*, Ellen Lee, PharmD*, Stephen Lee, PharmD*, Sangeeta S Sakaria, MD, MPH, MST* and Jennifer S Roh, MD*

DOI: https://doi.org/10.21980/J8RD29 Issue 7:3[mrp_rating_result]
By the end of this session, the learner will be able to: 1) define the term, “morphine milligram equivalents;” 2) describe the relative onset and duration of action of different pain medications often used in the emergency department; and 3) convert one opioid dose to another.
PharmacologyLectures