Team Based Learning (TBL)

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.

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/Vascular Team 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.

Dermatology Team 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.

Respiratory Team Based Learning (TBL)

The Acute Red Eye

Megan Boysen Osborn, MD, MHPE^*, Christopher Gilani^*, Allen Yang^ŧ and Marc Yonkers, MD^Ŧ

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.

Ophthalmology Team 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/Oncology Team Based Learning (TBL)

Emergencies in Hemophiliacs

Alisa Wray, MD^*

DOI: https://doi.org/10.21980/J8301WIssue 1:2[mrp_rating_result]

By the end of this session learners will be able to: 1) describe the underlying deficiencies of hemophilia A and B; 2) discuss the complications of hemophilia; 3) formulate an appropriate treatment plan for an acutely bleeding hemophiliac; 4) calculate the appropriate factor dosing for a hemophiliac with acute bleeding.

Hematology/Oncology Team Based Learning (TBL)

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Megan Boysen-Osborn, MD^*, Shannon Toohey, MD^*, Michael Gisondi, MD^‡, and Margaret Wolff , MD^{^}

DOI: https://doi.org/10.21980/J8RP4TIssue 1:1[mrp_rating_result]

By the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction

Faculty Development Lectures Team Based Learning (TBL)

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Megan Boysen-Osborn, MD^*, Margaret Wolff, MD^‡, Michael Gisondi, MD^{^}

DOI: https://doi.org/10.21980/J8MW2WIssue 1:1[mrp_rating_result]

By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.

Faculty Development Lectures Team Based Learning (TBL)

Emergencies in Hemodialysis Patients

Shannon Toohey, MD^*

DOI: https://doi.org/10.21980/J81591Issue 1:1[mrp_rating_result]

By the end of this session, the learner will: 1) describe primary dialysis complications; 2) construct a full differential for a dialysis patient presenting with complications; 3) formulate an appropriate treatment and resuscitation in an acutely ill dialysis patient; 4) plan appropriate disposition and utilization of consultants for dialysis complications.

Renal/Electrolytes Team Based Learning (TBL)