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

In-Flight Emergency: Altered Mental Status Secondary to Hypoglycemia

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

DOI: https://doi.org/10.21980/J84M01 Issue 3:3 No ratings yet.

By the end of this simulation session, learners will be able to: 1) Discuss the challenges associated with in-flight emergencies. 2) List what is available in United States (US) commercial airline medical kits. 3) Discuss an appropriate differential diagnosis for a patient with altered mental status (AMS). 4) Demonstrate appropriate treatment of hypoglycemia. 5) Describe possible complications in diabetic patients with insulin pumps when flying. 6) Review the legal ramifications of responding to an in-flight emergency.

Endocrine Simulation

High Fidelity In Situ Shoulder Dystocia Simulation

Andrew Pelikan, MD^* and Timothy Koboldt, MD^*

DOI: https://doi.org/10.21980/J88305D Issue 3:2 No ratings yet.

At the end of this simulation, learners will: 1) Recognize impending delivery and mobilize appropriate resources (ie, both obstetrics [OB] and NICU/pediatrics); 2) Identify risk factors for shoulder dystocia based on history and physical; 3) Recognize shoulder dystocia during delivery; 4) Demonstrate maneuvers to relieve shoulder dystocia; 5) Communicate with team members and nursing staff during resuscitation of a critically ill patient.

Ob/Gyn Simulation

Fainting Spells

Brittany Guest, DO^*, Amir Rouhani, MD^* and Steven Lai, MD^*

DOI: https://doi.org/10.21980/J8Z91R Issue 3:2 No ratings yet.

ABSTRACT: Audience: The target audience for this simulation is 4th year medical students, emergency medicine residents, pediatric residents, and family medicine residents. Introduction: Brugada syndrome is defined as the combination of specific electrocardiogram (ECG) changes and clinical manifestations of a ventricular arrhythmia, including syncope and sudden cardiac arrest.1 Brugada syndrome is caused by a mutation in the phase-0 cardiac sodium channel. This

Cardiology/Vascular Simulation