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[mrp_rating_result]
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.
PediatricsRespiratoryTeam 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[mrp_rating_result]
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/ElectrolytesToxicology

Laceration Repair for Emergency Physicians

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

DOI: https://doi.org/10.21980/J8TP7K Issue 2:4[mrp_rating_result]
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.
ProceduresTeam Based Learning (TBL)Trauma

Left Ventricular Assist Devices

Khuansiri Narajeenron, MD, MSc*^, Wirachin Ying Hoonpongsimanot, MD, MS^ and Megan Boysen Osborn, MD, MHPE^

DOI: https://doi.org/10.21980/J8JP4Z Issue 2:2[mrp_rating_result]
Upon completion of this cTBL module, the learner will be able to: 1) Properly assess LVAD patients’ circulatory status; 2) appropriately resuscitate LVAD patients; 3) identify common LVAD complications; 4) evaluate and appropriately manage patients with LVAD malfunctions.
Cardiology/VascularTeam Based Learning (TBL)

Emergency Medicine Dermatology

Shannon Toohey, MD, MAEd*

DOI: https://doi.org/10.21980/J8DW21 Issue 2:2[mrp_rating_result]
By the end of this educational session, the learner will: 1) List the six primary types of rash (maculopapular, petechial/purpura, diffuse erythematous, non-erythematous, vesiculo-bullous, and pustular). 2) Be able to accurately describe various types of lesions and rashes with appropriate terminology; 3) Understand the use of the Modified Lynch Algorithm and how it can be used to narrow down the differential diagnosis in patients presenting with rash.
DermatologyTeam Based Learning (TBL)

Ventilator TBL

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

DOI: https://doi.org/10.21980/J8H01MIssue 2:1[mrp_rating_result]
At completion of this TBL the learner should be able to: 1. Choose appropriate ventilator settings and adjustments for a patient with lung injury or obstructive lung pattern 2. Troubleshoot an alarming ventilator 3. Set up the most common ventilator in their ED 4. Set up the equipment needed for transtracheal jet ventilation.
RespiratoryTeam Based Learning (TBL)

The Acute Red Eye

Megan Boysen Osborn, MD, MHPE*, Christopher Gilani*, Allen Yangŧ and Marc Yonkers, MDŦ

DOI: https://doi.org/10.21980/J8BC74Issue 1:2[mrp_rating_result]
By the end of this educational session, the learner will: 1) list 10 major causes for an acute red eye; 2) describe historical features that help distinguish between benign and serious causes of the acute red eye; 3) describe physical examination features that help distinguish between benign and serious causes of the acute red eye; and 4) use historical and physical examination features to distinguish between the 10 different causes of the acute red eye.
OphthalmologyTeam Based Learning (TBL)

Transfusion Related Emergencies

Megan Boysen Osborn, MD, MHPE* and Min-Ha Tran, DOŦ

DOI: https://doi.org/10.21980/J86P4VIssue 1:2[mrp_rating_result]
At the end of this didactic session, the learner will be able to: 1) list the various transfusion reactions and their approximate incidence; 2) understand the pathophysiology behind each transfusion reaction; 3) describe the management for each type of transfusion reaction; and 4) discuss the plan for prevention of future transfusion reactions.
Hematology/OncologyTeam Based Learning (TBL)