Simulation

Trauma and Hyperthermia

William Webster, MD *, Dallas Beaird, MD^ and Linda L Herman, MD *

DOI: https://doi.org/10.21980/J8.52308 Issue 10:4[mrp_rating_result]
By the end of this oral board session, examinees will be able to:  1) construct a differential to evaluate a patient with undifferentiated altered mental status and trauma, 2) recognize the signs and symptoms of heat stroke, 3) complete an evaluation of a patient with both hyperthermia and trauma, and 4) demonstrate efficient and correct treatment of a patient with hyperthermia. 
SimulationTrauma

Critical Care Transport: Blunt Polytrauma in Pregnancy

Emma Rolf*, Samuel Kefer, MD^, Jennifer Quinn, BSN, RN†, Ryan Newberry, DO^†, Andrew Cathers, MD^†, Craig Tschautscher, MD^ and Brittney Bernardoni, MD^†

DOI: https://doi.org/10.21980/J81366 Issue 10:3[mrp_rating_result]
At the completion of this simulation participants will be able to 1) perform primary and secondary trauma surveys, 2) assess the neurovascular status of a tibia/fibula fracture, 3) appreciate anatomic and physiologic differences in pregnancy, 4) appropriately order analgesia and imaging, 5) recognize and treat hemorrhagic shock, 6) perform an extended focused assessment with sonography in trauma exam (eFAST) in undifferentiated hemorrhage, 7) identify a displaced pelvic fracture and properly apply a pelvic binder, and 8) obtain and interpret fetal heart rate using ultrasound.
EMSOb/GynSimulationTrauma

Beta-Blocker Toxicity

Amrita Vempati, MD *and PJ Greene, MD*

DOI: https://doi.org/10.21980/J8WD3X Issue 10:3[mrp_rating_result]
By the end of the session, learners will be able to: 1) manage a patient with hypotension, and bradycardia while maintaining a broad differential, 2) evaluate the causes of hypotension by utilizing ultrasound, 3) review when to initiate vasopressors and first-line agents for beta-blocker toxicity, 4) discuss treatment algorithm for BB toxicity including high-dose insulin and, 5) discuss the risk factors for suicide
SimulationToxicology

My Broken Heart

Kelly N Roszczynialski, MD, MS*, Alana E Harp, MD^, Cameron A Fisk, MD*,Kristen M Ng, MD, MEHP† and Ashley C Rider, MD, MEHP*

DOI: https://doi.org/10.21980/J85W7RIssue 10:2[mrp_rating_result]
By the end of this simulation session, learners will be able to: 1) assess the hemodynamics of an LVAD patient by using a Doppler to determine mean arterial pressure, 2) Manage an arrhythmia in an LVAD patient with a suction event by addressing preload, 3) Identify and treat the source of hypovolemia (a massive lower gastrointestinal hemorrhage), 4) Perform clear closed-loop communication with other team members.
Cardiology/VascularSimulation

Stabilization of Cardiogenic Shock for Critical Care Transport, a Simulation

Matthew Heffernan, MD*^, Jennifer Quinn, MSN*^, Craig Tschautscher, MD*^, Ryan Newberry, DO*^, Andrew Cathers, MD*^ and Brittney Bernardoni, MD*^

DOI: https://doi.org/10.21980/J82354 Issue 10:2[mrp_rating_result]
ABSTRACT: Audience: This simulation is designed for critical care transport providers but can be easily adapted for the inpatient setting. It is applicable to an interdisciplinary team including nurses, respiratory therapists, medical students, emergency medicine residents, and emergency medicine attendings. Introduction: Cardiogenic shock carries an incredibly high burden of morbidity and mortality.  Acute myocardial infarction accounts for 81% of cardiogenic
Cardiology/VascularEMSSimulation

Medical Simulation Anywhere and Anytime: Simulation in a Backpack

Janice Shin-Kim, MD* and Adam Blumenberg, MD*

DOI: https://doi.org/10.21980/J8Z94WIssue 10:1[mrp_rating_result]
By the end of this simulation experience learners will be able to: 1) Recognize and manage emergencies through immersive simulation experiences with an inflatable manikin and pre-programmed free software system; 2) demonstrate knowledge and skills to resuscitate patients with medical emergencies; 3) enhance confidence and competence in responding to medical emergencies using portable, low-tech resources; and 4) foster interdisciplinary collaboration and effective communication during scenarios.
InnovationsSimulation

A Cold Case: Myxedema Coma

Andrew M Namespetra, MD*, Matthew J Petruso, DO* and Andrew M Bazakis, MD*

DOI: https://doi.org/10.21980/J8VM0J Issue 10:1[mrp_rating_result]
At the conclusion of the simulation, the learner is expected to: 1) Recognize the key features on history and examination of a patient presenting in myxedema coma and initiate the appropriate workup and treatment, 2) Describe clinical features and management for a patient with myxedema coma, 3) Develop a differential diagnosis for a critically ill patient with altered mental status, 4) Discuss the management of myxedema coma in the ED, including treatments, appropriate consultation, and disposition.
EndocrineSimulation

Drowning Complicated by Hypothermia

Alexander Close, MD* and Jennifer Yee, DO*

DOI: https://doi.org/10.21980/J8QS7P Issue 10:1[mrp_rating_result]
At the conclusion of the simulation session, learners will be able to: 1) obtain a relevant focused history, including circumstances of drowning and/or cold exposure; 2) outline different clinical presentations of hypothermia, loosely correlated with core temperature readings; 3) discuss management of hypothermia, including passive external rewarming, active external rewarming, active internal rewarming, and extracorporeal blood rewarming; 4) discuss pathophysiology of drowning; 5) identify appropriate disposition of patients who present after drowning; and 6) identify appropriate disposition of hypothermic patients.
Cardiology/VascularSimulationWilderness