Small Group Learning

The EMazing Race: A Novel Gamified Board and Clinical Practice Review for Emergency Medicine Residents

Brendan Freeman, DO, MHPE1,2,3, Kevin Vinokur, DO4, Michael Zimmerman, MD5,6 and Lukasz Cygan, DO7

DOI: https://doi.org/10.21980/J8.52075 Issue 10:4[mrp_rating_result]
By the end of this 2-hour session, learners will demonstrate their knowledge on the following board-related emergency medicine topics: Ob/GYN – links to 13.7 Complications of Delivery in Core Model of EM 2022, Renal/GU – links to 15.0 Renal and Urogenital Disorders in Core Model of EM 2022 and Splinting – links to 18.1.8.2 Extremity bony trauma, fracture in Core Model of EM 2022.
Current IssueOb/GynOrthopedicsRenal/ElectrolytesSmall Group LearningUrology

In Too Deep: A Point-of-Care Ultrasound (POCUS) Escape Room

Brandon M Wubben, MD*

DOI: https://doi.org/10.21980/J8.52100 Issue 10:4[mrp_rating_result]
By the end of this session, the participant will be able to: 1) evaluate and identify the nature of metallic foreign bodies using POCUS; 2) identify common emergency department fractures on X-Ray and identify relevant sonoanatomy for ultrasound-guided regional anesthesia applications relevant to those fractures; and 3) identify normal lower extremity venous POCUS sonoanatomy and demonstrate understanding of proximal versus distal anatomical location within the lower extremity venous system.
Current IssueSmall Group LearningUltrasound

Ultrasound Guided Peripheral Nerve Block Workshop: How to Take Your Residents from Zero to Hero

Ashley Foreman, MD*, Jacqueline Sippel, MD*, Emily Ollmann, MD* and Nicole Dorinzi, MD*

DOI: https://doi.org/10.21980/J8.52156Issue 10:4[mrp_rating_result]
After completing this small group workshop, the resident should be able to: 1) recognize the indications for the serratus anterior plane block, the posterior tibial block and the ulnar, median, and radial nerve blocks and the anatomical locations that would benefit from these blocks, 2) identify proper probe selection and placement, in addition to patient positioning, in order to perform these blocks, as well as anesthetic choice and dosing, 3) demonstrate knowledge of anatomical landmarks and areas to avoid evidenced by probe placement and positioning, 4) describe the steps to perform these nerve blocks, and 5) demonstrate knowledge of contraindications to these blocks as well as potential complications of these procedures and how to mitigate them.
Current IssueProceduresSmall Group LearningUltrasound

Code Social: Integrating SDoH into Emergency Resident Education

Layla Abubshait, MD*^, Sandra Guirguis, MD*, Savannah Pocquette, DO*, Timothy Cofer, DO* and Angelina Birrell-Lopez, MD*

DOI: https://doi.org/10.21980/J8.52163 Issue 10:4[mrp_rating_result]
The educational objectives of this activity are to: 1) enhance residents' understanding and recognition of (SDoH) in emergency medicine; 2) develop residents' skills in addressing SDoH within the emergency medicine setting; 3) foster a patient-centered approach that promotes health equity in emergency medicine; and 4) identify local resources available to address various SDOH.
Current IssueSmall Group LearningSocial Determinants of Health

A Comprehensive and Modality Diverse Cervical Spine and Back Musculoskeletal Physical Exam Curriculum for Medical Students

Konnor Davis, MD1,2, Aaron Frank, MD1,3, Trinidad Alcala-Arcos, BS1, Claire Godenzi, MD1,4, Melissa Allison, MD1,5, Clara Riggle, MD1,6, Sangeeta Sakaria, MD, MPH, MST7, Ariana M Nelson, MD1, 8, Alisa Wray, MD, MAEd1,9 and Brian Y Kim, MD, MA1,10

DOI: https://doi.org/10.21980/J8RQ0NIssue 10:3[mrp_rating_result]
By the end of this session, students will be able to: 1) demonstrate how to properly perform a cervical spine and back physical exam, 2) understand the reasoning behind cervical spine and back PE maneuvers, 3) identify the proper technique and equipment to use for the cervical spine and back PE, 4) understand normal and abnormal findings in the cervical spine and back PE, 5) accurately record and report exam findings for the cervical spine and back PE.
OrthopedicsSmall Group Learning

Orthopaedic Surgery Didactic Session Improves Confidence in Distal Radius Fracture Management by Emergency Medicine Residents

Ian T Watkins, MD*, Jessica L Duggan, MD*, Aron Lechtig, MD*, Andrew Bauder, MD^, Luke He, BS†, Alexy Ilchuk, BS^, Amanda Doodlesack, MD†**, Carl Harper, MD^† and Tamara D Rozental, MD^†

DOI: https://doi.org/10.21980/J8K365 Issue 10:2[mrp_rating_result]
By the end of this didactic session, learners should be able to: 1) assess DRF displacement on pre-reduction radiography and formulate reduction strategies, 2) perform a closed reduction of a DRF, 3) apply a safe and appropriate plaster splint to patient with a DRF and assess the patient’s neurovascular status, 4) assess DRF post-reduction radiography for relative fracture alignment, and 5) understand appropriate follow-up and necessary return precautions. 
OrthopedicsProceduresSmall Group Learning

Journal Court: A Novel Approach to Incorporate Medicolegal Education into an Emergency Medicine Journal Club

Kevin McGurk, MD*, Mary Jordan, MD* and Bradley Davis, DO*

DOI: https://doi.org/10.21980/J8093TIssue 10:1[mrp_rating_result]
By the end of this exercise, participants should:  1) identify the four necessary elements for a malpractice claim, 2) understand the basic structure of medical malpractice litigation, and 3) critically analyze medical literature representing diverging viewpoints or conclusions.
Cardiology/VascularMiscellaneous (stats, etc)Small Group Learning

Actively Teaching Active Teaching Techniques

Alice Walz, MD* and Ian Kane, MD^

DOI: https://doi.org/10.21980/J8H94V Issue 9:4[mrp_rating_result]
By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.
Faculty DevelopmentMiscellaneous (stats, etc)Small Group Learning

A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation

Mary G McGoldrick, MD*, Laryssa Patti, MD^, Meigra Chin, MD^, and Tiffany Murano, MD*

DOI: https://doi.org/10.21980/J88S81 Issue 9:4[mrp_rating_result]
By the end of this activity, learners will be able to: 1) identify and name species responsible for bite/sting/envenomation injuries, 2) recognize associated signs, symptoms, physical exam findings and complications associated with bites/stings/envenomations by certain species, 3) discuss management such as antibiotics, antivenom, and supportive care.
Small Group LearningWilderness

Bridging Hospital Resource Variability: Adapting the Escape Room to Integrate Procedure Teaching for Emergency Medicine Trainees in India

Jodi DeJohn, MD*, Tania Ahluwalia, MD, MPH^, Manu Madhok, MD, MPH† Shweta Gidwani, FRCEM**, Katherine Douglass, MD, MPH** and Susan Owens, MD, MPH*

DOI: https://doi.org/10.21980/J8CK98 Issue 9:4[mrp_rating_result]
By the end of the escape room, learners should be able to: 1) describe the mechanism of action of antiretroviral therapies available in India, 2) prescribe initial antiretroviral therapy to a patient presenting to the emergency department with a new diagnosis of HIV, 3) develop a differential diagnosis for a patient with HIV presenting to the ED with chest pain, 4) identify common dermatologic manifestations of opportunistic infections in patients with HIV, 5) identify computerized tomography scan and lumbar puncture features for central nervous system infections seen in patients with Acquired Immunodeficiency Syndrome (AIDS), 6) identify red flag features and appropriate workup for a patient with HIV presenting with a headache to the ED, 7) interpret images obtained during a Rapid Ultrasound for Shock and Hemorrhage (RUSH) exam, 8) identify cardiac tamponade and perform a pericardiocentesis, and 9) communicate and collaborate as a team to manage a complex, unstable patient with HIV in the ED.
Infectious DiseaseSmall Group Learning