Simulation

Guillain-Barrè

Jennifer Yee, DO^*, Andrew M King MD^* and Geremiha Emerson, MD^*

DOI: https://doi.org/10.21980/J8TH06 Issue 3:2 No ratings yet.

At the conclusion of the simulation session, learners will be able to: 1) Recognize the clinical signs and symptoms associated with Guillain-Barré syndrome, including muscle weakness and hyporeflexia. 2) Identify abnormal vital signs secondary to dysautonomia. 3) Discuss evaluation for impending respiratory failure, including bedside pulmonary function testing. 4) Discuss the management of Guillain-Barré, including management of dysautonomia and respiratory failure, as well as definitive management with plasmapheresis versus intravenous immunoglobulin. 5) Appropriately disposition the patient to the intensive care unit. 6) Effectively communicate with team members and nursing staff during resuscitation of a critically ill patient

Neurology Simulation

Sepsis Secondary to an Abdominal Wound Infection

Alisa Wray, MD^*

DOI: https://doi.org/10.21980/J8PS60 Issue 3:2 No ratings yet.

At completion of this case learners should be able to: 1) Recognize and differentiate between systemic inflammatory response syndrome, sepsis, severe sepsis, and septic shock. 2) Prepare an appropriate differential diagnosis for a patient with sepsis. 3) Demonstrate appropriate fluid resuscitation and antibiotic therapy for a septic patient. 4) Demonstrate appropriate vasopressor therapy for a septic patient. 5) Understand and apply the Surviving Sepsis Guidelines.

Infectious Disease Abdominal/Gastroenterology Simulation

Chest Pain with Acute Coronary Syndrome

Alisa Wray, MD^*

DOI: https://doi.org/10.21980/J8K04C Issue 3:2 No ratings yet.

At the end of this case learners should be able to prepare a differential for patients with chest pain, provide appropriate medications for a patient with chest pain, recognize an ST segment elevation MI, and appropriately disposition a patient with acute myocardial infarction (AMI).

Cardiology/Vascular Simulation

Utilizing the Flipped Classroom, Simulation-Based Mastery Learning and Group Learning to Teach and Evaluate Lumbar Puncture Skills

Amanda Crichlow, MD, MSMS*, Jessica Parsons, MD, MSMS*, Varsha Goswami, MD^*, Srikala Ponnuru MD^* and Sharon Griswold MD, MPH^*

DOI: https://doi.org/10.21980/J8RW58 Issue 3:1 No ratings yet.

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.

Procedures Simulation Small Group Learning

Severe Sepsis Manifesting as A-Fib with Rapid Ventricular Rate

Paul Nicholson, MD^* and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J8WG9W Issue 3:1 No ratings yet.

By the end of this simulation session, the learner will be able to: 1) Recognize severe sepsis (please note – Centers for Medicare and Medicaid Services (CMS) Sepsis-I and II definitions are used throughout the case, as Sepsis-III has not been adopted by any emergency medicine organizations), 2) recognize atrial fibrillation, 3) review the importance of a thorough history and physical exam, 4) discuss the sepsis spectrum, 5) discuss the acute management of severe sepsis, 6) discuss common and uncommon sources of sepsis, 7) discuss appropriate empiric antibiotic options, 8) discuss common causes of newly-diagnosed atrial fibrillation, 9) review the different emergency medicine-based treatment modalities for uncomplicated atrial fibrillation, specifically atrial fibrillation with rapid ventricular rate.

Infectious Disease Simulation

Management of Wolff-Parkinson-White Tachyarrhythmia Presenting as Syncope with Seizure-like Activity

Samuel Kaplan, BS^* and Lindsey Spiegelman, MD^*

DOI: https://doi.org/10.21980/J8534P Issue 2:4 No ratings yet.

At the end of this simulation session the learner will: 1) Recognize clinical history suggestive of cardiogenic syncope, 2) recognize clinical evidence of Wolff-Parkinson-White syndrome, 3) promptly and appropriately treat unstable WPW tachyarrhythmia.

Cardiology/Vascular Simulation

Precipitous Birth

Jennifer Yee, DO^* and Andrew King, MD^*

DOI: https://doi.org/10.21980/J8192R Issue 2:4 No ratings yet.

By the end of this simulation session, the learner will be able to: 1) Recognize impending delivery, 2) identify abnormal maternal vital signs and potential associated pathologies (eg: hypertension in preeclampsia), 3) discuss the evaluation and management of postpartum bleeding, 4) discuss the principles of neonatal resuscitation, 5) appropriately disposition the patients, and 6) effectively communicate with team members and nursing staff during resuscitation of a critically ill patient.

Ob/Gyn Pediatrics Simulation

Pediatric Toxic Shock Syndrome

Jennifer Yee, DO^* and Andrew King, MD^*

DOI: https://doi.org/10.21980/J8WK8J Issue 2:4 No ratings yet.

By the end of this simulation session, the learner will be able to: 1) Recognize toxic shock syndrome. 2) Review the importance of a thorough physical exam. 3) Discuss management of toxic shock syndrome, including supportive care and the difference in antibiotic choices for streptococcal and staphylococcal toxic shock syndrome. 4) Appropriately disposition a patient suffering from toxic shock syndrome. 5) Communicate effectively with team members and nursing staff during a resuscitation of a critically ill patient.

Infectious Disease Pediatrics Simulation

Pediatric Sepsis Case Scenario

Ilene Claudius, MD^*, Sandra Montero, RN^*, Madhu Hardasmalani, MD^{^}, Kellyn Pak, RN^* and Y. Liza Kearl, MD^{^}

DOI: https://doi.org/10.21980/J8MK5XIssue 2:2 No ratings yet.

Pediatric sepsis is a low-frequency, high impact condition. Nurses and physicians do not see it often, but must recognize and treat children with sepsis efficiently when they present. This makes pediatric sepsis education particularly amenable to simulation scenarios.

Pediatrics Infectious Disease Simulation

Status Epilepticus in the Emergency Department

Jonathan Lee, BS^* and Alisa Wray, MD^*

DOI: https://doi.org/10.21980/J8RC7VIssue 2:2 No ratings yet.

At the end of this simulation session, the learner will: 1) Demonstrate the management of status epilepticus 2) Justify when airway intervention is needed for status epilepticus 3) Describe risk factors for status epilepticus 4) Prepare a differential diagnosis for the causes in status epilepticus.

Neurology Simulation