Wilderness

Drowning Complicated by Hypothermia

Alexander Close, MD^*and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J8QS7P Issue 10:1 No ratings yet.

At the conclusion of the simulation session, learners will be able to: 1) obtain a relevant focused history, including circumstances of drowning and/or cold exposure; 2) outline different clinical presentations of hypothermia, loosely correlated with core temperature readings; 3) discuss management of hypothermia, including passive external rewarming, active external rewarming, active internal rewarming, and extracorporeal blood rewarming; 4) discuss pathophysiology of drowning; 5) identify appropriate disposition of patients who present after drowning; and 6) identify appropriate disposition of hypothermic patients.

A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation

Mary G McGoldrick, MD^*, Laryssa Patti, MD^{^}, Meigra Chin, MD^{^}, and Tiffany Murano, MD^*

DOI: https://doi.org/10.21980/J88S81 Issue 9:4 No ratings yet.

By the end of this activity, learners will be able to: 1) identify and name species responsible for bite/sting/envenomation injuries, 2) recognize associated signs, symptoms, physical exam findings and complications associated with bites/stings/envenomations by certain species, 3) discuss management such as antibiotics, antivenom, and supportive care.

Small Group Learning Wilderness

Everyday Water-Related Emergencies: A Didactic Course Expanding Wilderness Medicine Education

Geoffrey B Comp, DO^*, Erica Burmood, DO^*, Molly Enenbach, DO^* and Savannah Seigneur, DO^*

DOI: https://doi.org/10.5072/FK2HX1GX76Issue 8:3 No ratings yet.

By the end of the session, the learner will be able to: 1) describe the pathophysiology of drowning and shallow water drowning, 2) prevent water emergencies by listing water preparations and precautions to take prior to engaging in activities in and around water, 3) recognize a person at risk of drowning and determine the next best course of action, 4) demonstrate three different methods for in-water c-spine stabilization in the case of a possible cervical injury, 5) evaluate and treat a patient after submersion injury, 6) appropriately place a tourniquet for hemorrhage control, and 7) apply a splint to immobilize skeletal injury.

Wilderness Small Group Learning

Lightning Strike

Thomas Powell, MD^*, Aubri Charnigo, MD^* and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J8SD2M Issue 7:2 No ratings yet.

At the conclusion of the simulation session, learners will be able to: 1) Describe how to evaluate for scene safety in an outdoor space during a thunderstorm, 2) Obtain a relevant focused physical examination of the lightning strike patient, 3) Describe the various manifestations of thermo-electric injury, 4) Discuss the management of the lightning strike patient, including treatment and disposition, 5) Outline the principles of reverse triage for lightning strike patients, and 6) Describe long-term complications of lightning strike injuries.

Wilderness Simulation

Two-Screen Virtual Board Game Didactic for Teaching Wilderness and Environmental Medicine Topics to Emergency Medicine Residents

Amy L Briggs, MD^*, Robert Katzer MD, MBA^*, Isabel Algaze Gonzalez, MD^* and Megan Boysen-Osborn, MD, MPHE^*

DOI: https://doi.org/10.21980/J8J343Issue 6:4 No ratings yet.

By the end of this didactic, the learner will: 1) describe the basics of the presentation of each topic listed above; 2) recall the basics of management of each topic listed above; and 3) improve learners’ preparedness for the Emergency Medicine Inservice Exam and Written Board Examination

Lectures Wilderness

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 No ratings yet.

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

High Altitude Pulmonary Edema

Aubri Charnigo, MD^* and Jennifer Yee, DO^*

DOI: https://doi.org/10.21980/J8C35X Issue 5:2 No ratings yet.

At the conclusion of the simulation session, learners will be able to: 1) obtain a thorough history relevant to altitude illnesses; 2) develop a differential for dyspnea in a patient with environmental exposures; 3) discuss prophylaxis and management of HAPE; 4) discuss appropriate disposition of the patient including descent and subsequent appropriate level of care.

Wilderness Respiratory Simulation

Introduction to Wilderness Medicine – A Medical School Elective

Mark A Pittman, MD^*, Trevor Slone, DO^* and Matthew Wilson, MD^{^}

DOI: https://doi.org/10.21980/J8B93X Issue 5:1 No ratings yet.

The primary objective of this course is to provide fourth year medical students an introduction to wilderness medicine. Students will be able to: explain fundamental concepts of practicing medicine in austere conditions; identify and initiate treatment for common wilderness medicine conditions; and utilize the non-medical aspects of providing care in austere environments.

Wilderness Curricula

Brown Recluse Spider Bite

Laryssa A Patti, MD^*, Benajamin Landgraf, MD^* and Christopher Bryczkowski, MD^*

DOI: https://doi.org/10.21980/J8TK99Issue 4:3 No ratings yet.

Examination of the skin revealed erythema and induration on the right lateral leg 12 cm in diameter with a 6 cm area of central necrosis and surrounding petechiae without fluctuance or crepitus. The patient was neurovascularly intact distal to the lesion. Laboratory values were within normal limits, except for an elevated C-reactive protein (5.31 mg/dL, normal range <0.70 mg/dL). The patient was diagnosed with ulceration secondary to envenomation from a brown recluse spider.

Wilderness Visual EM

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Environmental Emergencies

Daniel Bachmann, MD^*, Sarah Gartner, BS^{^}, Andrew King, MD^*, Nicholas Kman, MD^*, Mary Jo A Bowman, MD^† and Michael Barrie, MD^*

DOI: https://doi.org/10.21980/J8TP8Z Issue 4:2 No ratings yet.

Through a flipped classroom design, we aim to teach the presentation and management of environmental emergencies, specifically cold related illness, heat related illness, undersea medicine, high altitude medicine, submersion, electrocution, radiation injury, and envenomation. 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.

Wilderness Curricula