Axial and coronal views on CT showed evidence of a large, tube-shaped foreign body in the rectum (see arrows) without evidence of acute gastrointestinal tract disease.
Utilizing the Flipped Classroom, Simulation-Based Mastery Learning and Group Learning to Teach and Evaluate Lumbar Puncture SkillsDOI: https://doi.org/10.21980/J8RW58
The goal of the curriculum is to teach and evaluate senior medical students / emergency medicine residents on the performance of a lumbar puncture using a group learning protocol. At the completion of the training session, learners should be able to: 1) Demonstrate how to perform a LP on an adult patient by achieving the minimum passing standard on the checklist, 2) state the indications and contraindications of performing a LP, and 3) state the potential complications that can occur after performing a LP.
By the end of this educational session, the learner will: 1) understand indications and contraindications for suture repair of lacerations, 2) compare when various types of wound repair are appropriate: such as sutures, staples, tissue adhesive and tissue tape, as well as what size of suture material is appropriate depending on the location of the laceration on the body, 3) list the appropriate types and sizes of suture for various locations and types of lacerations, 4) understand the definitions of the three types of wound closure (primary, secondary and delayed primary) and when they are appropriate, 5) understand the basics of local anesthetic including which anesthetic to use and the maximum dose for each, 6) understand when sutures should be removed, 7) list various suturing techniques and their indications, and 8) improve comfort levels in performing various suturing techniques including: simple interrupted, horizontal mattress, vertical mattress, and corner repair. If desired, instructors can individually assess the learner sutures using the attached complete validated suture checklist to show proficiency in these techniques. Please see the brief wrap-up section at the end of the manuscript.
By the end of this educational session, the learner will be able to: 1) List the indications for extensor tendon repair in the emergency department, 2) recognize the indications for referral to orthopedic or hand surgery, 3) list the risks and benefits of emergency department extensor tendon repair, 4) perform an appropriate physical examination for a patient with a potential extensor tendon laceration, 5) list the maximum time limit of tourniquet application for this procedure, 6) list the materials needed for extensor tendon repair in the emergency department, 7) successfully repair a completely severed extensor tendon using four different techniques: horizontal mattress, figure of eight, modified Kessler and modified Bunnell, and 8) describe the appropriate splinting of a repaired extensor tendon.
By the end of this instructional session learners will be able to: 1) discuss the indications, contraindications, and complications associated with chest tube thoracostomy, 2) competently perform chest tube insertion on a simulator, and 3) properly secure chest tube.
At the end of this educational session, learners will be able to: 1) practice the manual and cognitive skills necessary to perform a successful and rapid surgical cricothyrotomy, and 2) successfully complete a cricothyrotomy within a time frame of 90 seconds.
In participating in the educational session associated with this task trainer, the learner will: 1) Identify landmarks for the following nerve blocks: Infraorbital, Supraorbital (V1), Mental, Periauricular 2) Demonstrate the appropriate technique for anesthetic injection for each of these nerve blocks 3) Map the distribution of regional anesthesia expected from each nerve block 4) Apply the indications and contraindications for each regional nerve block
Edible Cricothyrotomy Model: A Low-Cost Alternative to Pig Tracheas and Plastic Models for Teaching CricothyrotomyDOI: https://doi.org/10.21980/J8C88S
An edible cricothyrotomy model was built for each participant from the ingredients listed above. An educational session was developed to test the EC in comparison to the more traditional pig trachea (PT) and plastic model (PM). A pre- and post-survey was administered to participants to assess the usability and realism of the models as well as the learners’ comfort with the procedure. During the session, a lecture was given, and then participants rotated to all three models and were videotaped and timed performing a scalpel-finger-bougie cricothyrotomy. Times to successful completion, participant satisfaction with the models, and cost of the models were compared.
This model uses bubble wrap, zip ties, chicken broth and liquid latex to simulate a peritonsillar abscess. Learners are then able to perform a needle aspiration of the simulated abscess from start to the end with no risk to a live patient.