Miscellaneous (stats, etc)

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.
Current IssueLecturesMiscellaneous (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.
Current IssueCurriculaCurriculumLecturesMiscellaneous (stats, etc)

Enhancing Relationship-Centered Communication and Feedback in Emergency Medicine Through Applied Improvisation (EM-PROV)

Jordan Valentin, DO*, Abbas Husain, MD* and Brendan Freeman, DO, MHPE*

DOI: https://doi.org/10.5070/M5.52345 Issue 11:2[mrp_rating_result]
By the end of this session, learners will be able to improve relationship-centered communication (RCC): 1) define “yes, and” and its role in RCC, and 2) demonstrate active listening and responsiveness using improvisational techniques such as “yes, and,” gift-giving, establishing scene, and callbacks. They will also be able to improve learner feedback: 1) define “yes, and” and its role in learner feedback, 2) review three evidence-based feedback models through a “yes, and” lens, and 3) practice improv techniques and deliver structured feedback in real-time peer scenarios using improvisational techniques such as “yes, and,” gift-giving, establishing scenes, and callbacks.
Miscellaneous (stats, etc)Small Group Learning

Pre-Clinical Case Competition to Assess Confidence in Responding to Select Out-Of-Hospital Medical Emergencies

Harrison Fillmore, MSc*, Thomas Heisler, MS*, Marissa Nadeau, MD^, Emmagene Worley, MD^, Lauren Titone, MD^, Tiffany Murano, MD^, and Jimmy Truong, DO^

DOI: https://doi.org/10.5070/M5.52198 Issue 11:1[mrp_rating_result]
By the end of this activity, learners will be able to: 1) demonstrate the application of skills in real-life first responder scenarios, including suspected opioid overdose, cardiac arrest, and anaphylaxis; 2) apply knowledge of scene safety and the role of the first responder in various situations; and 3) assess the challenges while applying the skills necessary for collaborative work within a medical team.
EMSMiscellaneous (stats, etc)Procedures

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)

Do’s and Don’ts of Taking Care of Deaf Patients

Luke Johnson, MD*, Sarah Smetana, MD*, Wyatte Hall, PhD^, Aaron D Weaver, MD* and Jason Rotoli, MD*

DOI: https://doi.org/10.21980/J8336T Issue 10:1[mrp_rating_result]
By the end of this didactic, the learner will demonstrate increased comfort with communication with DHH patients via improved awareness of communication pitfalls and through approaches to communicating with DHH patients in a limited capacity, such as without timely access to interpreters or in an environment where staff are unfamiliar with DHH patients. An in-depth assessment of cultural awareness and description of proper communication techniques, necessary equipment, or interpreter working relationships is beyond the scope of this project.
Miscellaneous (stats, etc)

Journal Court: A Novel Approach to Incorporate Medicolegal Education into an Emergency Medicine Journal Club

Kevin McGurk, MD*, Mary Jordan, MD* and Bradley Davis, DO*

DOI: https://doi.org/10.21980/J8093TIssue 10:1[mrp_rating_result]
By the end of this exercise, participants should:  1) identify the four necessary elements for a malpractice claim, 2) understand the basic structure of medical malpractice litigation, and 3) critically analyze medical literature representing diverging viewpoints or conclusions.
Cardiology/VascularMiscellaneous (stats, etc)Small Group Learning

Going in Blind: A Common Scenario in an Uncommon Situation

Ethan Hartman, MD* and Kimberly Sokol, MD, MS, MACM* 

DOI: https://doi.org/10.21980/J8RS8C Issue 9:4[mrp_rating_result]
By the end of this simulation, learners will be able to (1) evaluate and treat a patient experiencing myocardial infarction and subsequent cardiac arrest during a power outage, (2) describe the local protocols for managing patient care during a power outage, (3) demonstrate the ability to coordinate a medical team during a simulated power outage in an emergency department with limited resources, (4) manage a cardiac arrest patient by following Advanced Cardiac Life Support (ACLS) protocols for bradycardia and ventricular fibrillation, and (5) justify the urgency of transfer to a certified ST segment elevation myocardial infarction center/cardiac intensive care unit, referencing the recommended 120-minute door-to-balloon time.
Cardiology/VascularMiscellaneous (stats, etc)Simulation