Lectures

Two-Screen Virtual Board Game Didactic for Teaching Wilderness and Environmental Medicine Topics to Emergency Medicine Residents

Amy L Briggs, MD*, Robert Katzer MD, MBA*, Isabel Algaze Gonzalez, MD* and Megan Boysen-Osborn, MD, MPHE*

DOI: https://doi.org/10.21980/J8J343Issue 6:4[mrp_rating_result]
By the end of this didactic, the learner will: 1) describe the basics of the presentation of each topic listed above; 2) recall the basics of management of each topic listed above; and 3) improve learners’ preparedness for the Emergency Medicine Inservice Exam and Written Board Examination
LecturesWilderness

Working with Senior Residents: How to get past “You’re doing great!”

Caitlin Schrepel, MD*, Douglas Franzen, MD, MEd* and Jamie R Shandro, MD, MPH*

DOI: https://doi.org/10.21980/J8D93J Issue 6:4[mrp_rating_result]
ABSTRACT: Audience: This content is intended for emergency medicine faculty. Introduction: Faculty at our institution noted that it can be easy to identify and address the knowledge gaps of junior learners. However, they often find different skills are needed when precepting senior residents, a sentiment shared by faculty at other institutions.1 To foster the skills needed for lifelong learning and
Faculty DevelopmentLectures

Approach to the Poisoned Patient

Kennon Heard, MD* and Matthew Zuckerman, MD*

DOI: https://doi.org/10.21980/J8264S Issue 6:1[mrp_rating_result]
By the end of the lecture, learners should be able to: 1) initiate the evaluation of a poisoned patient, 2) identify key interventions to support airway, breathing, and circulation, 3) identify the three components of risk assessment in the poisoned patient, 4) list the four options for gastric decontamination, and 5) select standard diagnostic labs and tests commonly used in evaluating poisoned patients.
ToxicologyLectures

A Just-in-Time Video Primer on Pneumothorax Pathophysiology and Early Management

Nicholas MacDonald, BA*, Jacob Garcia, BS*, Gregory C Kane, MD^, Xiao Chi Zhang, MD, MS† and Dimitrios Papanagnou, MD, MPH†

DOI: https://doi.org/10.21980/J8891J Issue 5:2[mrp_rating_result]
By the end of this module, participants should be able to: 1) review the normal physiology of the pleural space; 2) discuss the pathophysiology of pneumothorax; 3) describe the clinical presentation of pneumothorax; 4) identify pneumothorax on a chest radiograph; and 5) review treatment options for pneumothorax.
RespiratoryLectures

Hosting an eConference: Interactive video conference grand rounds between two institutions

Jeffrey Rixe, MD*, Kiersten Carter, MD^, Alexander Y Sheng, MD*, Jordan Spector, MD*, Katie Doering, MD^, Jeffrey Chien, MD^ and Nikita Joshi, MD^

DOI: https://doi.org/10.21980/J88P80Issue 3:1[mrp_rating_result]
Our objectives were to create and implement a novel virtual conference format through the integration of social media tools which allows for interdisciplinary and multi-site participation to enhance EM resident education. We wish to outline the steps required to reproduce this innovative session and share lessons learned.
InnovationsLectures

A Brief Didactic Intervention to Improve Multiple-Choice Item-Writing Quality

Jonathan S Jones, MD*, Andrew W Phillips, MD, MEd^, Andrew M King, MD†, Molly K Estes, MD**, Lauren W Conlon, MD^^ and Kevin R Scott, MD, MSEd^^

DOI: https://doi.org/10.21980/J81633Issue 3:1[mrp_rating_result]
The primary objective of this training module is to provide emergency medicine residents and faculty the basic knowledge necessary to write high quality structured single-best answer examination items through a brief, independent study format.
LecturesFaculty Development

ED I-PASS: A Streamlined Version of the I-PASS Patient Handoff Tool for the Emergency Department

Sarah R. Williams, MD*, Jeffrey Chien, MD* and Ryan Ribeira MD*

DOI: https://doi.org/10.21980/J80G8F Issue 2:4[mrp_rating_result]
The purpose of this presentation is to provide ED providers with a tool that may improve the safety of their patient handoffs. By the end of this presentation, the learner will be able to 1) describe the importance of safe and efficient handoffs, 2) recall each element of the I-PASS mnemonic, and 3) demonstrate an understanding of how it can be feasibly performed in a busy ED setting.
AdministrationLectures
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)