Team Based Learning (TBL)

Hypertensive Emergency Team-Based Learning

Khoa Nguyen, MD^*, Jordan Gawon Shin^{^}, and Jessica Andrusaitis, MD, MS^*

DOI: https://doi.org/10.21980/J8BP90 Issue 9:2 No ratings yet.

By the end of this TBL session, learners should be able to: 1) define features of asymptomatic hypertension versus hypertensive emergency, 2) discuss which patients with elevated blood pressure may require further diagnostic workup and intervention, 3) identify a differential diagnosis for patients presenting with elevated blood pressures, 4) recognize the features of different types of end-organ damage, 5) review an algorithm for the pharmacologic management of hypertensive emergencies, 6) indicate dosing and routes of various anti-hypertensive medications, 7) choose the appropriate treatment for a patient who is hypertensive and presenting with flash pulmonary edema, 8) identify an aortic dissection on computed tomography (CT), 9) choose the appropriate treatment for a patient who is hypertensive and presenting with an aortic dissection, 10) identify intracranial hemorrhage on CT, 11) choose the appropriate treatment for a patient who is hypertensive and presenting with an intracranial hemorrhage, and 12) describe the intervention for warfarin reversal.

Cardiology/Vascular Team Based Learning (TBL)

The Suicidal Patient in the Emergency Department Team-Based Learning Activity

Caroline Stoddard Astemborski, MD^* and Sara Dimeo, MD, MEHP^{^}

DOI: https://doi.org/10.21980/J8892XIssue 8:1 No ratings yet.

By the end of the session, participants will be able to: 1) describe risk factors for suicide; 2) summarize the emergency physician’s role in assessing patients with psychiatric emergencies; 3) assess a patient using a mental status evaluation; 4) identify the criteria for involuntary psychiatric hold placement; 5) develop a safe discharge plan for patients experiencing depression; and 6) Formulate a plan for evaluating a suicidal patient who is acutely intoxicated.

Psychiatry Team Based Learning (TBL)

Vomiting in Pediatric Patients

Alisa Wray, MD, MAEd^*, Daryn Towle, MD^*, Alexa Lucas, BS^*, Sean Thompson, BS^*, Katie Rebillot, DO^{^} and Nichole Niknafs, DO^†

DOI: https://doi.org/10.21980/J8P363Issue 5:4 No ratings yet.

By the end of this TBL session, learners should be able to: 1) Identify red flag symptoms that should prompt referral for urgent intervention by GI or surgical specialists; 2) recognize how chronicity of the vomiting can alter the differential diagnosis; 3) describe the varying pathways that can cause nausea and vomiting; 4) determine the necessity of imaging tests to confirm and possibly treat various causes of vomiting; 5) interpret imaging studies associated with specific causes of vomiting.

Abdominal/Gastroenterology Current Issue Pediatrics Team Based Learning (TBL)

Febrile Seizure Team-based Learning

Mary Jane Piroutek, MD^*

DOI: https://doi.org/10.21980/J8JD12 Issue 5:4 No ratings yet.

By the end of this educational session, the learner will: 1) list the characteristics of a simple febrile seizure; 2) discuss the management of a child with a simple vs. complex febrile seizure; 3) discuss the risk factors that correlate with an increased risk of a subsequent febrile seizure; 4) determine when a lumbar puncture should be considered in a febrile child with a seizure; 5) identify when to give anti-epileptics and construct an algorithm for their use; 6) discuss with parents, provide education and return precautions.

Current Issue Neurology Team Based Learning (TBL)

Pediatric Seizure Team-Based Learning

Sara Paradise Dimeo, MD^*, Gabriel Sudario, MD^{^}, Supriya Sharma, MD^†, Lilly Bellman, MD^†, Anjalee Gallion, MD^**, Katherine Andreeff, MD^{^^} and Megan Boysen-Osborn, MD, MHPE^{^}

DOI: https://doi.org/10.21980/J8MD22Issue 5:3 No ratings yet.

By the end of this TBL session, learners should be able to: 1) Define features of simple versus complex febrile seizure, 2) Discuss which patients with seizure may require further diagnostic workup, 3) Summarize a discharge discussion for a patient with simple febrile seizures 4) Identify a differential diagnosis for pediatric patients presenting with seizure, 5) Define features of status epilepticus, 6) Review an algorithm for the pharmacologic management of status epilepticus, 7) Indicate medication dosing and routes of various benzodiazepine treatments, 8) Obtain a thorough history in an infant patient with seizures to recognize hyponatremia due to improperly prepared formula, 9) Choose the appropriate treatment for a patient with a hyponatremic seizure, 10) Describe the anatomy of a ventriculoperitoneal (VP) shunt, 11) Relate a differential diagnosis of VP shunt malfunction, 12) Compare and contrast the neuroimaging options for a patient with a VP shunt

Pediatrics Neurology Team Based Learning (TBL)

Build Your Own Eye: A Method for Teaching Ocular Anatomy and Pathophysiology

Alaina Brinley Rajagopal, MD, PhD^*, Mark Joseph Slader, BS^* and Megan Boysen Osborn, MD, MHPE^*

DOI: https://doi.org/10.21980/J8GS8W Issue 5:3 No ratings yet.

By the end of this session the participant will be able to: 1) Describe basic anatomy of the eye, 2) Build a basic model of the eye, 3) Identify which diseases are associated with which parts of the eye, 4) Identify the pathophysiology behind diseases of the eye, 5) Name correct treatment for each disease.

Ophthalmology Team Based Learning (TBL)

Priapism Team-based Learning

Michael Louthan, BS^*, Mark Jordan, MD^{^}, Faysal Yafi, MD^{^} and Megan Boysen-Osborn, MD, MHPE^*

DOI: https://doi.org/10.21980/J80K9VIssue 4:1 No ratings yet.

The primary goal of this curriculum is to teach EM interns critical thinking; clinical decision making; and presentation, communication, documentation and procedural skills. The secondary goal is to identify interns who might not be performing at the expected level for potential early intervention. In addition, we wanted to ensure that all interns have achieved Level 1 milestones in the patient care, systems-based practices, and interpersonal and communication competencies.

Genitourinary Team Based Learning (TBL)

Pediatric Airway Team Based Learning

Sara Paradise, MD^*, Aaron Leetch, MD^{^}^† and Garrett S. Pacheco, MD^{^}^†

DOI: https://doi.org/10.21980/J8KH01 Issue 3:4 No ratings yet.

This cTBL covers a variety of pediatric airway emergencies. Therefore, by the end of this cTBL, the learner will be able to: 1) List the signs and symptoms associated with airway foreign body obstructions. 2) State the appropriate management of upper and lower airway foreign bodies. 3) Discuss the symptoms, signs, and management of bacterial tracheitis. 4) Discuss a step-wise algorithm for emergency asthma treatment in the emergency department setting. 5) Identify the potential complications of tonsillectomy and the acute management of post-tonsillectomy hemorrhage.

Pediatrics Respiratory Team Based Learning (TBL)

Hemodialysis in the Poisoned Patient

Megan Boysen-Osborn, MD, MHPE^* and Jeffrey R Suchard, MD, FACMT^*

DOI: https://doi.org/10.21980/J88S68 Issue 2:4 No ratings yet.

By the end of this cTBL, the learner will: 1) recognize laboratory abnormalities related to toxic alcohol ingestion; 2) calculate an anion gap and osmolal gap; 3) know the characteristics of drugs that are good candidates for HD; 4) discuss the management of patients with toxic alcohol ingestions; 5) discuss the management of patients with salicylate overdose; 6) know the indications for HD in patients with overdoses of antiepileptic drugs; 7) discuss the management of patients with lithium toxicity.

Team Based Learning (TBL)Renal/Electrolytes Toxicology

Laceration Repair for Emergency Physicians

Alisa Wray, MD^* and Shannon Toohey, MD, MAEd^*

DOI: https://doi.org/10.21980/J8TP7K Issue 2:4 No ratings yet.

By the end of this educational session, the learner will: 1) understand indications and contraindications for suture repair of lacerations, 2) compare when various types of wound repair are appropriate: such as sutures, staples, tissue adhesive and tissue tape, as well as what size of suture material is appropriate depending on the location of the laceration on the body, 3) list the appropriate types and sizes of suture for various locations and types of lacerations, 4) understand the definitions of the three types of wound closure (primary, secondary and delayed primary) and when they are appropriate, 5) understand the basics of local anesthetic including which anesthetic to use and the maximum dose for each, 6) understand when sutures should be removed, 7) list various suturing techniques and their indications, and 8) improve comfort levels in performing various suturing techniques including: simple interrupted, horizontal mattress, vertical mattress, and corner repair. If desired, instructors can individually assess the learner sutures using the attached complete validated suture checklist to show proficiency in these techniques. Please see the brief wrap-up section at the end of the manuscript.

Procedures Team Based Learning (TBL)Trauma