Archives

Do’s and Don’ts of Taking Care of Deaf Patients

Luke Johnson, MD^*, Sarah Smetana, MD^*, Wyatte Hall, PhD^{^}, Aaron D Weaver, MD^* and Jason Rotoli, MD^*

DOI: https://doi.org/10.21980/J8336T Issue 10:1 No ratings yet.

By the end of this didactic, the learner will demonstrate increased comfort with communication with DHH patients via improved awareness of communication pitfalls and through approaches to communicating with DHH patients in a limited capacity, such as without timely access to interpreters or in an environment where staff are unfamiliar with DHH patients. An in-depth assessment of cultural awareness and description of proper communication techniques, necessary equipment, or interpreter working relationships is beyond the scope of this project.

Miscellaneous (stats, etc)

A Guide to the Medical School Curriculum Vitae

Konnor Davis, BS^*, Megan Boysen-Osborn, MD, MHPE^{*^}, Alisa Wray, MD, MAEd^{*^} and Lauren Stokes, EdD, MS^*

DOI: https://doi.org/10.21980/J8HH1S Issue 9:1 No ratings yet.

After this lecture, learners should be able to: 1) elaborate on the significance of a CV for medical students and discuss its purpose, 2) outline the elements that should and should not be included on a CV, 3) integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV.

Lectures Miscellaneous (stats, etc)

Enneagram in EM

Megan Cifuni, MD, MHPE^*, Cami Pfennig, MD, MHPE^* and Caroline Astemborski, MD, MEHP^*

DOI: https://doi.org/10.21980/J8ZM0G Issue 8:4 No ratings yet.

By the end of this session, the learner will be able to: 1) Self-identify with a primary enneagram personality type. 2) List the fears, desires, and motivations of the enneagram type. 3) Describe struggles in interacting with other disparate enneagram types. 4) Discuss strategies for success in facing conflict and interacting with other team members.

Faculty Development Lectures Miscellaneous (stats, etc)

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.

Pediatrics Lectures Respiratory

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.

Pharmacology Lectures

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/Gastroenterology Lectures

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/Vascular Lectures

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.

Pediatrics Cardiology/Vascular Lectures

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

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 Development Lectures