Miscellaneous (stats, etc)
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.
At the conclusion of these two simulation cases, learners will be able to 1) recognize signs of poor prognosis requiring emergent family notification, 2) take practical steps to contact family using available resources and personnel, 3) establish goals of care through effective family discussion, 4) use a structured approach, such as GRIEV_ING, to deliver bad news to patients’ families, and 5) name the advantages of family-witnessed resuscitation.
A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine ResidentsDOI: https://doi.org/10.21980/J8R33K
This educational intervention was developed to provide physician learners a safe learning environment to practice critical leadership skills, including overcoming team member limitations, navigating power struggles, addressing team morale, and managing disruptive team members.
Intern Preparedness Curriculum: A comprehensive curriculum to prepare emergency medicine interns for residencyDOI: https://doi.org/10.21980/J8C04H
The primary goal of this curriculum is to teach EM interns critical thinking; clinical decision making; and presentation, communication, documentation and procedural skills. The secondary goal is to identify interns who might not be performing at the expected level for potential early intervention. In addition, we wanted to ensure that all interns have achieved Level 1 milestones in the patient care, systems-based practices, and interpersonal and communication competencies.
The Use of a Social Media Based Curriculum for Newly Matched Interns Transitioning into Emergency Medicine ResidencyDOI: https://doi.org/10.21980/J8F92G
This curriculum is designed to bridge this gap by fostering an environment in which incoming interns can communicate, collaborate, and practice clinical reasoning with each other and faculty prior to their arrival in residency. The goals and objectives were tailored to the Accreditation Council for Graduate Medical Education (ACGME) level 1 milestones in patient care. 1) Interpret basic ECGs; 2) Demonstrate ability to interpret basic radiographs; 3) Identify common visual diagnoses; 4) Identify common neurological emergencies on head imaging; 5) Recognize basic airway anatomy; 6) Demonstrate successful application of FOAMed resources to clinical cases; 7) Interpret common ultrasound images; 8) Describe common ED procedures; 9) Demonstrate fundamental knowledge of evidence-based medicine and biostatistics
An OSCE Evaluation Tool for the Assessment of Emergency Medicine Resident Progression Performance of ACGME Patient Case and Interpersonal Communication MilestonesDOI: https://doi.org/10.21980/J8J63R
Our goal was to create a standardized OSCE based formative assessment tool that could be deployed with minimal resource utilization. The purpose of our tool is to provide data regarding Emergency Medicine Residents’ performance in ACGME patient care milestones as they progress longitudinally through their residency.