Small Group Learning
Little Patients, Big Tasks – A Pediatric Emergency Medicine Escape Room
DOI: https://doi.org/10.21980/J89W70By the end of this small group exercise, learners will be able to: 1) demonstrate appropriate dosing of pediatric code and resuscitation medications; 2) recognize normal pediatric vital signs by age; 3) demonstrate appropriate use of formulas to calculate pediatric equipment sizes and insertion depths; 4) recognize classic pediatric murmurs; 5) appropriately diagnose congenital cardiac conditions; 6) recognize abnormal pediatric electrocardiograms (ECGs); 7) identify life-threatening pediatric conditions; 8) demonstrate intraosseous line (IO) insertion on a pediatric model; and 9) demonstrate appropriate use of the Neonatal Resuscitation Protocol (NRP®) algorithms.
Everyday Water-Related Emergencies: A Didactic Course Expanding Wilderness Medicine Education
DOI: https://doi.org/10.5072/FK2HX1GX76By the end of the session, the learner will be able to: 1) describe the pathophysiology of drowning and shallow water drowning, 2) prevent water emergencies by listing water preparations and precautions to take prior to engaging in activities in and around water, 3) recognize a person at risk of drowning and determine the next best course of action, 4) demonstrate three different methods for in-water c-spine stabilization in the case of a possible cervical injury, 5) evaluate and treat a patient after submersion injury, 6) appropriately place a tourniquet for hemorrhage control, and 7) apply a splint to immobilize skeletal injury.
Flipping Tickborne Illnesses with Infographics
DOI: https://doi.org/10.21980/J83H12After participation in this module, learners will be able to 1) list the causative agents for Lyme Disease, Babesiosis, Tularemia, Ehrlichiosis, Anaplasmosis, Tick Paralysis, Rocky Mountain Spotted Fever, and Powassan Virus, 2) identify different clinical features to distinguish the different presentations of tickborne illnesses, and 3) provide the appropriate treatments for each illness.
Child Maltreatment Education: Utilizing an Escape Room Activity to Engage Learners on a Sensitive Topic
DOI: https://doi.org/10.21980/J84H1CBy the end of the escape room, the learner should be able to: 1) understand the national and local prevalence of child maltreatment; 2) understand the different types of child maltreatment and common associated presentations; 3) know the local EMS agency reporting requirements; 4) understand when to make base hospital contact with respect to concern for maltreatment; 5) collaborate effectively as a team.
Use of An Ophthalmology Tutorial to Improve Resident Comfort with the Emergency Eye Exam
DOI: https://doi.org/10.21980/J86H0MBy the end of this small group didactic, learners will be able to: 1) demonstrate ability to focus on the various components of the slit lamp exam 2) demonstrate understanding of a systematic approach to the eye exam 3) demonstrate appropriate use of the Diaton, iCare, and Tonopen tonometers.
A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents
DOI: https://doi.org/10.21980/J8Z06JAfter completion of the module learners should be able to: 1) correctly recognize and identify ECG abnormalities including but not limited to abnormal or absent P waves, widened QRS intervals, ST elevations, abnormal QT intervals, and dysrhythmias that can lead to sudden cardiac death; and 2) synthesize findings into a succinct but accurate interpretation of the ECG findings.
Zombie Cruise Ship Virtual Escape Room for POCUS Pulmonary: Scan Your Way Out
DOI: https://doi.org/10.21980/J8RM0MBy the end of performing the Zombie Cruise Ship Virtual Escape Room, learners will be able to: 1) recognize sonographic signs of A-line, B-line, Barcode sign, Bat sign, Seashore Sign, Plankton sign, Jellyfish Sign, Lung point, lung lockets, and Lung pulse; 2) differentiate sonographic findings of pneumothorax, hemothorax, pneumonia, COVID 19 pneumonia, pulmonary edema, and pleural effusion from normal lung findings; 3) distinguish pneumonia from atelectasis by recognizing dynamic air bronchogram; and 4) recognize indications for performing POCUS pulmonary such as dyspnea, blunt trauma, fall, cough and/or heart failure.
High-Efficiency Ultrasound-Guided Regional Nerve Block Workshop for Emergency Medicine Residents
DOI: https://doi.org/10.21980/J84P8RThe objective of this workshop is to provide emergency medicine residents the confidence and skill sets needed to effectively perform five commonly used UGRNBs for conditions encountered in the emergency department. Through this one-day, accelerated workshop, residents will be given an opportunity to sharpen their UGRNB technique prior to applying them in the clinical environment. By the end of this workshop, learners will be able to: 1) recognize the clinical situations in which UGRNBs can be utilized and understand the associated risks, 2) list the commonly used local anesthetic medications and their proper dosing in respect to regional nerve blocks, 3) demonstrate proper ultrasound probe positioning and identify relevant anatomical landmarks for each nerve block on both standardized patients and cadavers, 4) describe the common steps involved to perform each nerve block, 5) perform the five UGRNB techniques outlined in this workshop.
Teaching about the Wild: A Survival Course as a Novel Resident Educational Experience
DOI: https://doi.org/10.21980/J8N06RBy the end of the session the learner will be able to: 1) differentiate at least three different methods for water purification 2) describe how to erect a temporary survival shelter 3) construct a survival pack for personal use emphasizing multi-use items 4) demonstrate how to make a fire without a direct flame supply.
Escape the EM Boards: Interactive Virtual Escape Room for GI Board Review
DOI: https://doi.org/10.21980/J8H63FBy the end of this didactic activity, learners will be able to: 1) identify causes of upper gastrointestinal bleeding; 2) recall test-taking buzzwords for infectious causes of diarrhea; 2) acknowledge the correct hepatitis B titers that correspond with various clinical scenarios; 3) describe the management for alkali caustic ingestions; 4) determine the components of Maddrey Discriminant Function Score, Charcot’s triad, Ranson’s Criteria for Pancreatitis, and Glasgow-Blatchford Score; 5) diagnose specific gastrointestinal diseases from a clinical description; 6) choose the correct gastrointestinal diagnosis based on clinical image findings; 7) demonstrate teamwork in solving problems.