Small Group Learning

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.
EMSSmall Group LearningTrauma

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.
ProceduresRespiratorySmall 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.
OrthopedicsSmall 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/GastroenterologyCardiology/VascularSmall 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.
GeriatricsSmall 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 DevelopmentInnovationsSmall Group Learning

Implementing the Stop the Bleed Campaign in a University Community

Robert A Katzer, MD, MBA*, David A Beshai, BS^, Ajeet Pal Bayo Bhatia, BA^ and Andre Serop Ksajikian, BA^

DOI: https://doi.org/10.21980/J84D0ZIssue 4:1[mrp_rating_result]
The main objective is to implement a system to use available resources of the Stop the Bleed campaign to widely educate members of the university community in the utilization of multiple compression techniques including direct pressure, tourniquet application, and wound packing.  Additional course objectives include using the Stop the Bleedsm campaign to teach participants how to fit into the emergency response team as the immediate responder and the identification of life-threatening bleeding.
EMSSmall Group LearningTrauma
Creative Commons images

A Model Curriculum for an Emergency Medical Services (EMS) Rotation for Emergency Medicine Residents

Michael Mancera, MD*, Aaron Kraut, MD*, Megan Gussick, MD* and Michael Lohmeier, MD*

DOI: https://doi.org/10.21980/J8DD0FIssue 3:1[mrp_rating_result]
The aim of this curriculum is to provide a robust learning experience for EM residents around prehospital care and EMS that fulfills the ACGME requirements and which can be easily replicated and implemented in a variety of EM residency training programs.
EMSCurriculaSmall Group Learning