Miscellaneous (stats, etc)

Actively Teaching Active Teaching Techniques

Alice Walz, MD* and Ian Kane, MD^

DOI: https://doi.org/10.21980/J8H94V Issue 9:4[mrp_rating_result]
By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.
Faculty DevelopmentMiscellaneous (stats, etc)Small Group Learning

First Aid Curriculum for Second Year Medical Students

Megan Stodola*, Megan Lantz*, Tina Chen, MD*^, Alexander Marelich, MD,^ and Isaac Philip, MD^

DOI: https://doi.org/10.21980/J8FH2J Issue 9:3[mrp_rating_result]
Small group activities were performed with a focus on case-based scenarios combined with hands-on instruction. The four scenarios were choking, seizure, anaphylaxis, and bleeding which were taught by an educator who was either faculty, an emergency medicine resident, or an upper-level medical student. Facilitators were provided an educational handout specific to their station to guide them through the teaching session. A PowerPoint presentation was also provided complete with supporting images and videos to share with the students each session.
Miscellaneous (stats, etc)Small Group Learning

Identification of a Human Trafficking Victim: A Simulation

Claire A Grosgogeat, BS*, Kelly Medwid, MD^, Rami H Mahmoud, BS* and Brooke Hensley, MD^

DOI: https://doi.org/10.21980/J8293F Issue 9:3[mrp_rating_result]
By the end of this simulation, participants will be able to: (1) Identify signs of human trafficking. (2) Demonstrate the ability to perform a primary and secondary assessment of a patient when there is concern for human trafficking. (3) Demonstrate the ability to appropriately separate an at-risk patient from a potential trafficker. (4) Identify resources and a reliable course of action to permanently remove the patient from the harmful situation.
Miscellaneous (stats, etc)Simulation

A Novel Leadership Curriculum for Emergency Medicine Residents

Michael J Zdradzinski, MD*, Stephen Sanders, MD*, Qasim Kazmi, MD*, Vanessa Fields, MD*, James O’Shea, MBBS* and Sar Medoff, MD, MPP*

DOI: https://doi.org/10.21980/J81D2S Issue 9:1[mrp_rating_result]
The goals of this curriculum are to expose Emergency Medicine residents to the basics of leadership, to provide a graduated series of interactive, psychologically safe environments to explore individual leadership styles, to review interesting relevant literature, and to discuss leadership principles and experiences with senior leaders in our Emergency Department.
AdministrationCurriculumMiscellaneous (stats, etc)

What You Didn’t Learn in Residency: A Collective Curriculum for New Academic EM Faculty and Fellows

Jessica Schmidt MD, MPH*, Benjamin Schnapp, MD, MEd*, Sara Damewood, MD* and Mary Westergaard, MD*

DOI: https://doi.org/10.21980/J8WP9Z Issue 9:1[mrp_rating_result]
The aim of this curriculum is to develop relevant skills to promote academic success for fellows and first-year faculty at the start of their academic career and which could be completed during a one-year training timeline. We included topics relevant to all fellow and new faculty’s expected personal and professional journey during this first year, including time management, academic productivity, resilience/wellness, and developing a national reputation.
AdministrationCurriculumMiscellaneous (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)

Breaking Bad News in the Emergency Department

Susan Siraco, BA*, Cindy Bitter, MD, MPH, MA^ and Tina Chen, MD^ 

DOI: https://doi.org/10.21980/J81W7H Issue 7:2[mrp_rating_result]
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.
Miscellaneous (stats, etc)Simulation