Simulation

A Simulated Scenario to Improve Communication Skills of Residents Providing Online Medical Command of Emergency Medical Service Providers

Anthony Steratore, MD^*, Erica B Shaver, MD^*, Melinda J Sharon, MPH^*, Adam Hoffman, MCCP^{^}, Peter S Martin, MD^* and Christopher S Kiefer, MD^*

DOI: https://doi.org/10.21980/J8SK8MIssue 4:3 No ratings yet.

By the end of this simulation, learners will be able to: 1) discuss appropriate medical command instructions for pediatric cardiac arrest; 2) describe alternative methods to obtain weight-based dosing of pediatric critical care medications, if Broselow tape is unavailable; 3) identify need for a definitive airway in a pulseless patient without interruption of chest compressions. Identify need for rapid intraosseous access in a pulseless pediatric patient; 4) describe the indications for helicopter transfer in a critically ill child.

EMS Simulation

Post-Termination Hemorrhage

Nichole Niknafs, DO^* and Alisa Wray, MD^{^}

DOI: https://doi.org/10.21980/J8NW6Q Issue 4:3 No ratings yet.

By the end of this simulation, participants will be able to: 1) recognize post-termination hemorrhage and hemorrhagic shock; 2) demonstrate appropriate acute resuscitation for a patient with hemorrhagic shock; 3) review the differential diagnosis for a patient with post-termination hemorrhage; 4) identify the indications for massive transfusion protocol.

Ob/Gyn Simulation

Thyroid Storm in the Emergency Department

Christopher Eric McCoy, MD, MPH^* and Reid Honda, MD^*

DOI: https://doi.org/10.21980/J8234RIssue 4:3 No ratings yet.

By the end of this simulation-based session, the learner will be able to: 1) Recognize the signs and symptoms of thyroid storm and appropriately diagnose a patient with thyroid storm. 2) Choose appropriate medications for the treatment of thyroid storm. 3) Determine the appropriate disposition for a patient presenting in thyroid storm. 4) Discuss the rationale behind each drug used to treat thyroid storm. 5) List at least three precipitants of thyroid storm.

Endocrine Simulation

Acute Ischemic Stroke

Rohit Sangal, MD^*, Gregory Siegel, MD^*, Lauren Conlon, MD^*and Kevin Scott, MD^*

DOI: https://doi.org/10.21980/J8R04XIssue 4:2 No ratings yet.

By the end of this simulation session, learners will be able to: 1) recognize a CVA using the National Institutes of Health Stroke Scale (NIHSS), 2) understand and properly utilize the NIHSS, 3) list appropriate imaging and laboratory orders for a CVA work-up, 4) determine appropriate subspecialty consultation, 5) discuss common stroke syndromes and associated cerebral locations, 6) review indications and contraindications for tissue plasminogen activator (tPA), 7) review hospital specific stroke protocol.

Neurology Simulation

Ethylene Glycol Ingestion

Matthew Schwab, MD^* and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J8M620Issue 4:2 No ratings yet.

By the conclusion of the simulation session, learners will be able to: 1) obtain a thorough toxicologic history, including intent, timing, volume/amount, and assessment for co-ingestions, 2) distinguish the variable clinical signs and symptoms associated with toxic alcohol ingestions, 3) identify metabolic derangements associated with toxic alcohol ingestions, 4) discuss the management of toxic alcohol ingestion, 5) appropriately disposition the patient for admission to intensive care unit (ICU).

Simulation Toxicology

A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine Residents

Rachel Thorpe, MD^*, Renee H Connolly, PhD^{^} and Christopher Gainey, MD^*

DOI: https://doi.org/10.21980/J8R33KIssue 4:1 No ratings yet.

This educational intervention was developed to provide physician learners a safe learning environment to practice critical leadership skills, including overcoming team member limitations, navigating power struggles, addressing team morale, and managing disruptive team members.

Miscellaneous (stats, etc)Curricula Simulation

Out-of-Hospital Delivery of a Live Newborn Requiring Resuscitation

Paul Nicholson, MD^* and Jennifer Yee, DO

DOI: https://doi.org/10.21980/J8834M Issue 4:1 No ratings yet.

By the end of this simulation session, the learner will be able to: 1) perform a neonatal assessment, 2) identify which neonates require resuscitation, 3) understand the principles of neonatal resuscitation, 4) describe proper airway management in neonatal resuscitation, 5) discuss underlying etiologies or pathologies that may lead to a neonate to require resuscitation, and 6) communicate effectively with team members and nursing staff during the resuscitation of a critically ill neonate.

Pediatrics Simulation

Cocaine-induced Myocardial Infarction and Pulmonary Edema

Dae-won Lee, MD* and Timothy J Koboldt, MD*

DOI: https://doi.org/10.21980/J8ZS87Issue 3:4 No ratings yet.

By the end of this simulation session, the learners will be able to:1) Determine appropriate diagnostics in a patient with likely cocaine toxicity. 2) Identify and manage respiratory failure. 3) Identify and manage a ST-elevation myocardial infarction (STEMI) and pulmonary edema. 4) Identify and manage cocaine toxicity with benzodiazepines. 5) Determine appropriate disposition of the patient to the cardiac catheterization lab and an intensive care unit (ICU). 6) Demonstrate effective communication and teamwork during resuscitation of a critically ill patient.

Cardiology/Vascular Simulation Toxicology

Prehospital Cardiac Arrest Management Simulation

Nicklaus P Ashburn, MD^*, Bryan P Beaver, MD^*, Robert D Nelson, MD^*, Michael T Fitch, MD, PhD^* and Jason P Stopyra, MD^*

DOI: https://doi.org/10.21980/J8V057 Issue 3:4 No ratings yet.

At the end of this simulation learners will be able to: 1) Perform team-focused CPR using effective leadership and communication skills during prehospital resuscitation. 2) Employ high-quality CPR with an emphasis on compressions and early defibrillation. 3) Demonstrate appropriate airway management utilizing an oropharyngeal airway and bag-valve-mask, blind-insertion airway device, and/or endotracheal intubation during cardiac arrest. 4) Recognize and appropriately defibrillate pulseless ventricular tachycardia and ventricular fibrillation. 5) Formulate an appropriate differential diagnosis for pulseless electrical activity.

EMS Cardiology/Vascular Simulation

Acute Hemolytic Transfusion Reaction

Michael Purcell, MD^*, Christopher E San Miguel, MD^* and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J88D2Z Issue 3:3 No ratings yet.

By the end of this simulation session, the learner will be able to: 1) Recognize the clinical signs and symptoms associated with transfusion reactions. 2) Discuss necessary systems-based management of potential transfusion reactions, such as notifying the blood bank and evaluating to see if another patienta accidentally received a wrong unit of blood. 3) Discuss the management of various transfusion reactions. 4) Appropriately disposition the patient to an intensive care unit (ICU) or stepdown unit. 5) Effectively communicate with team members and nursing staff during the resuscitation of a critically ill patient.

Hematology/Oncology Simulation