Archives

Respiratory Distress in the Pediatric ED: A Case-based Self-directed Learning Module

Sravana Paladugu, MD*, Ngoc Van Horn, MD^ and Christine Kulstad, MD*

DOI: https://doi.org/10.21980/J8T64M Issue 7:4 No ratings yet.
Educational Objectives: By the end of this module, learners will be able to: 1) recognize the unique pathophysiology for respiratory distress in the pediatric population and formulate a broad differential; 2) understand the treatment principles for the most common causes of respiratory distress in children; 3) navigate and apply validated clinical decision-making tools for treatment of pediatric respiratory illnesses.
LecturesPediatricsRespiratory

Morphine Equianalgesic Dose Chart in the Emergency Department

Savannah Tan, MD*, Ellen Lee, PharmD*, Stephen Lee, PharmD*, Sangeeta S Sakaria, MD, MPH, MST* and Jennifer S Roh, MD*

DOI: https://doi.org/10.21980/J8RD29 Issue 7:3 No ratings yet.
By the end of this session, the learner will be able to: 1) define the term, “morphine milligram equivalents;” 2) describe the relative onset and duration of action of different pain medications often used in the emergency department; and 3) convert one opioid dose to another.
LecturesPharmacology

Massive Upper Gastrointestinal Bleeding

Eytan Shtull-Leber, MD, MSCR*, Amrita Vempati, MD^, Geoff Comp, DO^ and Aneesh T Narang, MD*

DOI: https://doi.org/10.21980/J8W93W Issue 7:1 No ratings yet.
By the end of this simulation, learners will be able to: 1) manage a hypotensive patient with syncope and hematemesis, 2) pharmacologically manage an acute UGIB addressing the various causes, 3) recognize worsening clinical status and intervene by performing difficult airway management, 4) place a gastroesophageal balloon tamponade device.
Abdominal/GastroenterologyLectures

Principles of Hypotensive Shock: A Video Introduction to Pathophysiology and Treatment Strategies

Brittany MacDonald, BA*, Nicholas MacDonald, BA*, Jacob Garcia, BS*, Xiao Chi Zhang, MD, MS^ and Dimitrios Papanagnou, MD, MPH^

DOI: https://doi.org/10.21980/J8MS84 Issue 7:1 No ratings yet.
By the end of this module, participants should be able to: 1) review basic principles of cardiovascular physiology; 2) describe the 4 general pathophysiologic mechanisms of hypotensive shock; 3) recognize various etiologies for each mechanism of hypotensive shock; 4) recognize differences in the clinical presentation of each mechanism of hypotensive shock; 5) cite the basic approach to treatment for each mechanism of hypotensive shock.
Cardiology/VascularLectures

A Lecture to Teach an Approach and Improve Resident Comfort in Leading Resuscitation of Young Infants in the Emergency Department

Anne Whitehead, MD*

DOI: https://doi.org/10.21980/J8H36J Issue 7:1 No ratings yet.
By the end of this lecture, participants should be able to: 1) apply a consistent approach to the initial resuscitation of a critically ill young infant in the emergency department; 2) select appropriate medications and equipment for use in resuscitation of critically ill young infants; 3) describe the components of the Pediatric Assessment Triangle,6 which can be used to identify critically ill infants and children; 4) improve comfort in resuscitating young infants in the emergency department.
Cardiology/VascularLecturesPediatrics

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
LecturesWilderness

Working with Senior Residents: How to get past “You’re doing great!”

Caitlin Schrepel, MD*, Douglas Franzen, MD, MEd* and Jamie R Shandro, MD, MPH*

DOI: https://doi.org/10.21980/J8D93J Issue 6:4 No ratings yet.
ABSTRACT: Audience: This content is intended for emergency medicine faculty. Introduction: Faculty at our institution noted that it can be easy to identify and address the knowledge gaps of junior learners. However, they often find different skills are needed when precepting senior residents, a sentiment shared by faculty at other institutions.1 To foster the skills needed for lifelong learning and
Faculty DevelopmentLectures

Approach to the Poisoned Patient

Kennon Heard, MD* and Matthew Zuckerman, MD*

DOI: https://doi.org/10.21980/J8264S Issue 6:1 No ratings yet.
By the end of the lecture, learners should be able to: 1) initiate the evaluation of a poisoned patient, 2) identify key interventions to support airway, breathing, and circulation, 3) identify the three components of risk assessment in the poisoned patient, 4) list the four options for gastric decontamination, and 5) select standard diagnostic labs and tests commonly used in evaluating poisoned patients.
LecturesToxicology

Family Game Show-style Didactic for Teaching Nervous System Disorders during Emergency Medicine Training

Alaina Brinley Rajagopal, MD, PhD*, Gabriel Sudario, MD*, David Weiland, MD* and Megan Boysen Osborn, MD, MHPE*

DOI: https://doi.org/10.21980/J8D357 Issue 5:2 No ratings yet.
By the end of this didactic exercise the learner will: 1) name 13 important neurologic conditions related to emergency medicine: TPA (tissue plasminogen activator) contraindications/TPA eligibility, optic neuritis, botulism, giant cell (temporal) arteritis, viral encephalitis, neurocysticercosis, rabies, myasthenia gravis, neurosyphilis, status epilepticus, Bell’s palsy, dementia vs. delirium, acute inflammatory demyelinating polyneuropathy (Guillain-Barré); 2) recognize five pattern words associated with each neurologic condition; 3) understand exam findings, diagnostic tests, and/or treatments for 13 important neurologic conditions.
Board ReviewNeurology

A Just-in-Time Video Primer on Pneumothorax Pathophysiology and Early Management

Nicholas MacDonald, BA*, Jacob Garcia, BS*, Gregory C Kane, MD^, Xiao Chi Zhang, MD, MS† and Dimitrios Papanagnou, MD, MPH†

DOI: https://doi.org/10.21980/J8891J Issue 5:2 No ratings yet.
By the end of this module, participants should be able to: 1) review the normal physiology of the pleural space; 2) discuss the pathophysiology of pneumothorax; 3) describe the clinical presentation of pneumothorax; 4) identify pneumothorax on a chest radiograph; and 5) review treatment options for pneumothorax.
LecturesRespiratory