Small Group Learning

High-Efficiency Ultrasound-Guided Regional Nerve Block Workshop for Emergency Medicine Residents

Brandon Yonel, BS^*, Eunice Kwak, BS^* and Mohamad Moussa, MD, RDMS^*

DOI: https://doi.org/10.21980/J84P8R Issue 7:3[mrp_rating_result]

The 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

Geoffrey Comp, DO^*, Rachel Munn, DO^{^}, Renee Moffitt, DO^† and Eric Cortez, MD^{^^}

DOI: https://doi.org/10.21980/J8N06RIssue 6:2[mrp_rating_result]

By 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.

Small Group Learning Wilderness

Escape the EM Boards: Interactive Virtual Escape Room for GI Board Review

Megan Gillespie, DO^*

DOI: https://doi.org/10.21980/J8H63FIssue 6:2[mrp_rating_result]

By 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.

Abdominal/Gastroenterology Small Group Learning

Let’s Escape Didactics: Virtual Escape Room as a Didactic Modality in Residency

Anisha Turner, MD^*, Aleksandr M Tichter, MD, MS^* and M Tyson Pillow, MD, MEd^*

DOI: https://doi.org/10.21980/J8CH2X Issue 6:2[mrp_rating_result]

By the end of the activity, learners should be able to: 1) identify the hazardous chemicals associated with house fires; 2) classify burn injury according to depth, extent and severity based on established standards; 3) recall the actions to take in response to fire emergencies (R.A.C.E. and P.A.S.S. acronyms); 4) recall key laboratory features of cyanide and carbon monoxide poisonings; 5) identify appropriate management strategies for smoke inhalation injuries; 6) recite the treatment for cyanide and carbon monoxide poisonings; 7) describe the management of the burn injuries; 8) communicate and collaborate as a team to arrive at solutions of problems; 9) display task-switching and leadership skills during exercise; and 10) evaluate virtual escape room experience.

Small Group Learning Toxicology

Simulated Mass Casualty Incident Triage Exercise for Training Medical Personnel

Alaina Brinley Rajagopal, MD, PhD^*, Nathan Jasperse, BS^* and Megan Boysen Osborn, MD, MHPE^*

DOI: https://doi.org/10.21980/J82H1R Issue 5:4[mrp_rating_result]

By the end of this exercise, learners should be able to (1) recite the basic START patient categories (2) discuss the physical exam signs associated with each START category, (3) assign roles to medical providers in a mass casualty scenario, (4) accurately categorize patients into triage categories: green, yellow, red, and black, and (5) manage limited resources when demand exceeds availability.

EMS Small Group Learning Trauma

A Comprehensive Course for Teaching Emergency Cricothyrotomy

Brandon Backlund, MD^*, Richard Utarnachitt, MD^*, Joshua Jauregui, MD^* and Taketo Watase, MD^*

DOI: https://doi.org/10.21980/J8JS9W Issue 5:1[mrp_rating_result]

After completing this activity, the learner will be able to: 1) correctly describe the indications for and contraindications to emergency cricothyrotomy; 2) correctly describe and identify on the simulator the anatomic landmarks involved in emergency cricothyrotomy; 3) correctly list the required equipment and the sequence of the steps for the “standard” and “minimalist” variations of the procedure; 4) demonstrate proper technique when performing a cricothyrotomy on the simulator without prompts or pauses.

Procedures Respiratory Small Group Learning

Fracture Detectives: A Fracture Review Match Game

Gabriel Sudario, MD^*and Gina Hana, BS^*

DOI: https://doi.org/10.21980/J8F06W Issue 5:1[mrp_rating_result]

At the end of this session, learners will be able to: recognize and identify various orthopedic injuries on plain film images, describe the mechanism of injury of the various orthopedic injuries, describe the physical examination findings seen in various orthopedic injuries, recall associated injuries and at-risk anatomic structures associated with various orthopedic injuries, and describe the emergency department management of various orthopedic injuries.

Orthopedics Small Group Learning

A Story About Mesenteric Ischemia

Annahieta Kalantari, DO^*

DOI: https://doi.org/10.21980/J8J33Q Issue 4:3[mrp_rating_result]

We aim to teach the presentation and management of cardiovascular emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.

Abdominal/Gastroenterology Cardiology/Vascular Small Group Learning

Approach to Geriatric Emergency Medicine: A Flipped Classroom Group Learning Exercise for Undergraduate Medical Trainees

Thom Ringer, MD, JD, MPhil^{*^}, Tiahna Warkentin, BSc^†, Vikas Patel, BMSc^†, Don Melady, MD, MSc(Ed)^{^}^J

DOI: https://doi.org/10.21980/J8GH03Issue 4:2[mrp_rating_result]

At the end of the module, learners should be able to: 1) recognize that many benign-seeming presentations, including restricting fatigue and cognitive decline, can have serious and life-threatening causes, 2) describe the importance of screening for delirium in older ED patients, 3) identify situations in which vital signs can be misleading in older adults and know strategies to further investigate such data, and 4) recognize that older adults can rapidly develop delirium in the ED and be able to apply strategies to reduce risk of delirium.

Geriatrics Small Group Learning

Google Forms – A Novel Solution to Blended Learning

Andrew Kalnow, DO^*, Christopher Lloyd, DO^*, John Casey, DO^* and Andrew Little, DO^*

DOI: https://doi.org/10.21980/J8BP77 Issue 4:2[mrp_rating_result]

By the end of the session, the learner should be able to create a didactic session utilizing Google Forms (or similar web-based application). Specific learning objectives for the didactic session will vary based on application. Our institution has used Google Forms to create case-based small group discussion sessions, “create your own adventure” individual learning cases, asynchronous learning opportunities, and interactive intra-lecture surveys.

Faculty Development Innovations Small Group Learning