By the end of this simulation session, learners will be able to: (1) recognize worsening respiratory status of a patient with hemoptysis and intervene appropriately, (2) manage a patient with severe hemoptysis and perform appropriate ventilator management, (3) manage sinus tachycardia with QT prolongation on the ECG caused by cocaine and hypomagnesemia, (4) address various etiologies of hemoptysis, (5) discuss the causes of massive hemoptysis and management options, and (6) review ventilation strategies in an intubated hypoxic patient.
Improving Emergency Department Airway Preparedness in the Era of COVID-19: An Interprofessional, In Situ SimulationDOI: https://doi.org/10.21980/J8V06M
At the conclusion of the simulation session, learners will be able to: 1) Understand the need to notify team members of a planned COVID intubation including: physician, respiratory therapist, pharmacist, nurse(s), and ED technician. 2) Distinguish between in-room and out-of-room personnel during high-risk aerosolizing procedures. 3) Distinguish between in-room and out-of-room equipment during high-risk aerosolizing procedures to minimize contamination. 4) Appropriately select oxygenation therapies and avoid high-risk aerosolizing procedures. 5) Manage high risk scenarios such as hypotension or failed intubation and be prepared to give push-dose vasoactive medications or place a rescue device such as an I-gel®.
At the conclusion of the simulation session, learners will be able to: 1) Describe the spectrum of clinical presentations of necrotizing fasciitis. 2) Identify the microbial etiology of necrotizing fasciitis. 3) Describe the empiric antibiotics appropriate for necrotizing fasciitis. 4) Describe benefits and limitations of various imaging studies when working up necrotizing fasciitis.
By the end of this simulation, the participant will be able to: 1) create a thorough differential for the undifferentiated febrile, altered patient, 2) identify the signs and symptoms of blast crisis, 3) describe proper resuscitation of a patient in blast crisis, and 4) describe the indications, steps, and contraindications of performing a lumbar puncture.
At the conclusion of the simulation session, learners will be able to: 1) Obtain a relevant focused history, including immunization status, associated symptoms, sick contacts, and travel history. 2) Develop a differential for fever, rash, and altered mental status in a pediatric patient. 3) Discuss management of primary measles encephalitis, including empiric broad spectrum antibiotics and antiviral treatment. 4) Discuss appropriate disposition of the patient from pediatric emergency departments, community hospitals, and freestanding emergency departments, including appropriate time to call for transfer and the appropriate time to transfer this patient during emergency department (ED)workup. 5) Review types of isolation and indications for each.
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.
After competing this simulation-based session, the learner will be able to: 1) Identify PEA arrest; 2) review the ACLS commonly recognized PEA arrest etiologies via the H &T mnemonic; 3) review and discuss the risks and benefits of tissue plasminogen activator (tPA) for massive PE.
After this simulation case, learners will be able to diagnose and manage patients with spinal epidural abscesses. Specifically, learners will be able to: 1) Obtain a detailed history, including past infectious, surgical, procedural and social history to evaluate for epidural abscess risk factors; 2) describe clinical signs and symptoms of spinal epidural abscesses and understand that initial clinical presentations can be variable; 3) perform a focused neurological exam including evaluation of motor, sensory, reflexes, and rectal tone; 4) order appropriate laboratory testing and imaging modalities for spinal epidural abscess diagnosis, including a post-void bladder residual volume; 5) select appropriate antibiotics for empiric treatment of spinal epidural abscess depending on patient presentation; 6) disposition the patient to appropriate inpatient care.
At the end of this case, the learners should be able to diagnose an asthma exacerbation, provide the appropriate medications, determine when intubation is necessary, and describe the general principles of ventilator management in an asthmatic patient.