Neurology

Posterior Reversible Encephalopathy Syndrome (PRES)

William Ciozda, MD* and Adeola Adekunbi Kosoko, MD*

DOI: https://doi.org/10.21980/J85W6C Issue 6:1[mrp_rating_result]
By the end of the simulation, the learner will be able to: 1) manage an acute seizure 2) discuss imaging modalities to diagnose PRES 3) discuss medical management of PRES.
NeurologySimulation
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A Case Report of Posterior Communicating Artery Aneurysm Presenting as Cranial Nerve 3 Palsy in a Young Female Patient with Migraines

Colin Danko, MD* and Dustin Williams, MD*

DOI: https://doi.org/10.21980/J8QW83 Issue 6:1[mrp_rating_result]
Physical exam revealed a right pupil that was dilated compared to the left pupil, though both pupils were reactive. The patient also had impaired medial gaze on the right and ptosis of the right eyelid. Exam was otherwise unremarkable.
NeurologyVisual EM

Febrile Seizure Team-based Learning

Mary Jane Piroutek, MD*

DOI: https://doi.org/10.21980/J8JD12 Issue 5:4[mrp_rating_result]
By the end of this educational session, the learner will: 1) list the characteristics of a simple febrile seizure; 2) discuss the management of a child with a simple vs. complex febrile seizure; 3) discuss the risk factors that correlate with an increased risk of a subsequent febrile seizure; 4) determine when a lumbar puncture should be considered in a febrile child with a seizure; 5) identify when to give anti-epileptics and construct an algorithm for their use; 6) discuss with parents, provide education and return precautions.
NeurologyTeam Based Learning (TBL)

Pediatric Seizure Team-Based Learning

Sara Paradise Dimeo, MD*, Gabriel Sudario, MD^, Supriya Sharma, MD†, Lilly Bellman, MD†, Anjalee Gallion, MD**, Katherine Andreeff, MD^^ and Megan Boysen-Osborn, MD, MHPE^

DOI: https://doi.org/10.21980/J8MD22Issue 5:3[mrp_rating_result]
 By the end of this TBL session, learners should be able to: 1) Define features of simple versus complex febrile seizure, 2) Discuss which patients with seizure may require further diagnostic workup, 3) Summarize a discharge discussion for a patient with simple febrile seizures 4) Identify a differential diagnosis for pediatric patients presenting with seizure, 5) Define features of status epilepticus, 6) Review an algorithm for the pharmacologic management of status epilepticus, 7) Indicate medication dosing and routes of various benzodiazepine treatments, 8) Obtain a thorough history in an infant patient with seizures to recognize hyponatremia due to improperly prepared formula, 9) Choose the appropriate treatment for a patient with a hyponatremic seizure, 10) Describe the anatomy of a ventriculoperitoneal (VP) shunt, 11) Relate a differential diagnosis of VP shunt malfunction, 12) Compare and contrast the neuroimaging options for a patient with a VP shunt
PediatricsNeurologyTeam Based Learning (TBL)
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Post-Coital Sudden Cardiac Arrest Due to Non-Traumatic Subarachnoid Hemorrhage—A Case Report

Vinson Vong, MD*, John Costumbrado, MD, MPH*, Daniel Ng, MD* and Brandon Phong^

DOI: https://doi.org/10.21980/J8663N Issue 5:3[mrp_rating_result]
The electrocardiogram demonstrated sinus tachycardia with ST segment elevation in lead aVR (black arrows) and diffuse ST depressions concerning for possible ST elevation myocardial infarction (STEMI). Given the events reported and the patient’s neurologic exam without sedation, non-contrast CT of the head was ordered; imaging showed evidence of a large subarachnoid hemorrhage, mostly at the level of the Circle of Willis (black arrow) concerning for an aneurysmal bleed as well as mild generalized white matter density suggestive of cerebral edema.
NeurologyCardiology/VascularVisual EM
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A Case Report of Epidural Hematoma After Traumatic Brain Injury

Ronald Goubert, BS*, Alisa Wray, MD, MAEd* and Danielle Matonis, MD

DOI: https://doi.org/10.21980/J8R059 Issue 5:3[mrp_rating_result]
Non-contrast CT head demonstrated a right sided EDH (red arrow) with overlying scalp hematoma, left-sided subdural hematoma (blue arrow), and bilateral subarachnoid hemorrhages. No skull fractures were noted.
TraumaNeurologyVisual EM

Family Game Show-style Didactic for Teaching Nervous System Disorders during Emergency Medicine Training

Alaina Brinley Rajagopal, MD, PhD*, Gabriel Sudario, MD*, David Weiland, MD* and Megan Boysen Osborn, MD, MHPE*

DOI: https://doi.org/10.21980/J8D357 Issue 5:2[mrp_rating_result]
By the end of this didactic exercise the learner will: 1) name 13 important neurologic conditions related to emergency medicine: TPA (tissue plasminogen activator) contraindications/TPA eligibility, optic neuritis, botulism, giant cell (temporal) arteritis, viral encephalitis, neurocysticercosis, rabies, myasthenia gravis, neurosyphilis, status epilepticus, Bell’s palsy, dementia vs. delirium, acute inflammatory demyelinating polyneuropathy (Guillain-Barré); 2) recognize five pattern words associated with each neurologic condition; 3) understand exam findings, diagnostic tests, and/or treatments for 13 important neurologic conditions.
NeurologyBoard Review

Primary Measles Encephalitis

Milap Mehta, MD*, Maegan Reynolds, MD^ and Jennifer Yee, DO*

DOI: https://doi.org/10.21980/J80S75 Issue 5:2[mrp_rating_result]
At the conclusion of the simulation session, learners will be able to: 1) Obtain a relevant focused history, including immunization status, associated symptoms, sick contacts, and travel history. 2) Develop a differential for fever, rash, and altered mental status in a pediatric patient. 3) Discuss management of primary measles encephalitis, including empiric broad spectrum antibiotics and antiviral treatment. 4) Discuss appropriate disposition of the patient from pediatric emergency departments, community hospitals, and freestanding emergency departments, including appropriate time to call for transfer and the appropriate time to transfer this patient during emergency department (ED)workup. 5) Review types of isolation and indications for each.
Infectious DiseaseNeurologySimulation