Archives

Periodic Refresher Emails for Emergency Department Mass Casualty Incident Plans

Jessie G Nelson, MD^{*^}, Sara Hevesi, MD^†, Robert Welborn, MD^†, Krista R Carlson, MD, MS^**, Benjamin Eide, MPH^{^^}, Merideth Winkler, RN, BSN^†, Marissa K Peterson, MS^††, Elizabeth Ramey, MS^¶

DOI: https://doi.org/10.21980/J8C05WIssue 5:3 No ratings yet.

This curriculum is intended to maintain a knowledge base of MCI processes to mitigate degradation of necessary knowledge between hands-on MCI training.

A Model Curriculum for a Helicopter Emergency Medicine Services (HEMS) Rotation for Resident Physicians

Jordan Imoehl, MD^{*^}, Michael T Steuerwald, MD^{*^} and Andrew D Cathers, MD^{*^}

DOI: https://doi.org/10.21980/J8GP97 Issue 5:3 No ratings yet.

The primary objective of this course is to present a standardized curriculum which allows learners to gain understanding of HEMS systems and retrieval medicine while practicing safety in the aviation environment.

Current Issue Curricula EMS

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.

Curricula Wilderness

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Pulmonary Emergencies

Lauren D Branditz, MD^*, Andrew King, MD^*, Colin Kaide, MD^*, Jennifer Mitzman, MD^{*^}, Benjamin Ostro, MD^*, Daniel R Martin, MD, MBA^*, Nicholas Kman, MD^*, David Bahner, MD^*, Howard Werman, MD^*, Tatiana Thema, MD^* and Michael Barrie, MD^*

DOI: https://doi.org/10.21980/J8F646Issue 4:4 No ratings yet.

The educational strategies used in this curriculum include small group case-based modules authored by education faculty and content experts based on the core emergency medicine content outlined in the ABEM Model EM curriculum. The Socratic method, used during small group sessions, encourages active participation; small groups also focus on the synthesis and application of knowledge through the discussion of clinical experiences. The use of free open access medical education (FOAM) resources allows learners to work at their own pace and maximize autonomy. Learners are encouraged to use such resources for preparation prior to small group sessions, and also to review and help solidify important points after the conclusion of in-person discussions.

Curriculum Respiratory

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Neurologic Emergencies Small Group Module

Cynthia G Leung, MD, PhD^*, Michael G Barrie, MD^*, Jillian McGrath, MD^*, Andrew King, MD^*, Daniel Bachmann, MD^*, Colin Kaide, MD^*, Alan Chu, MD^* and Matthew Malone, MD^*

DOI: https://doi.org/10.21980/J89H0JIssue 4:4 No ratings yet.

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.

Curriculum Neurology

Resuscitation Rotation: A Novel Emergency Medicine Rotation to Augment Resuscitative Training

Michael J Burla, DO^{*^}, Kelly N Sawyer, MD^†, MSc, Robert A Swor, DO^{*^} and David A Berger, MD^{*^}

DOI: https://doi.org/10.21980/J85P9FIssue 4:4 No ratings yet.

Our goal is to augment resuscitative education in the ED in order to improve resident skill, confidence, and knowledge of resuscitative treatments.

Curriculum

A Simulation-Based Course for Prehospital Providers in a Developing Emergency Medical Response System

Adeola Adekunbi Kosoko, MD^*, Nicolaus W Glomb, MD^{^}, Sharmistha Saha, MD^‡, Marideth C Rus, MD^‡, Manish I Shah, MD^‡, Cafen Galapi, RN^**, Bushe Laba, EMT-P^** and Cara B Doughty, MD^*

DOI: https://doi.org/10.21980/J82053Issue 4:4 No ratings yet.

This curriculum presents a refresher course in recognizing and stabilizing an acutely ill patient for prehospital providers practicing in a low/middle-income developing EMS system.

Curriculum EMS Simulation

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Infectious Disease and Immunology

Benjamin Ostro, MD^*, Andrew King, MD^*, Laura Branditz, MD^*, Daniel R Martin, MD, MBA^*, Daniel Bachmann, MD^*, Ashish Panchal, MD, PhD^* and Michael Barrie, MD^*

DOI: https://doi.org/10.21980/J8DD1T Issue 4:3 No ratings yet.

We aim to teach the presentation and management of infectious disease and immunological emergencies through the creation of a flipped classroom design. The topics include sepsis, sexually transmitted infections (STIs), tropical diseases, angioedema and anaphylaxis, transplant-related emergencies, and collagen vascular diseases. 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. The goal of our curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.

Curriculum Infectious Disease

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.