Archives

Physical Wellbeing Scavenger Hunt

Walker Plash, MD* and Grace Lagasse, MD*

DOI: https://doi.org/10.5070/M5.53258 Issue 11:4[mrp_rating_result]
By the end of this session, the learner will be able to: 1) implement basic ways to improve sleep quality, 2) avoid common pitfalls in diet and nutrition, 3) incorporate more physical activity into their lives.
Current IssueSmall Group LearningWellness

Physical Frailty and End-of-Life Care Small Groups

Candace Leigh, MD* and Kevin Watkins, MD*

DOI: https://doi.org/10.5070/M5.53060 Issue 11:4[mrp_rating_result]
At the end of this module, learners should be able to: 1) recognize and classify end-of-life trajectories, 2) define physical frailty, including risk factors, prevalence and prognosis in ED patients, 3) develop a differential diagnosis and diagnostic and treatment plan for a patient with metastatic cancer presenting with fatigue, constipation, labile mood, and diffuse osseous pain, 4) review Medicare Hospice Benefit eligibility, 5) understand the differential diagnosis and medical management of chemotherapy-related nausea, 6) discuss the assessment and management of dyspnea in end-of-life patients, and 7) review how to estimate and communicate prognosis using practical timeframes.
Current IssueSmall Group LearningSocial Determinants of Health

Sweet Success: Using Candy Land to Explore Gamification in Medical Education

Jessica Rachel Baez, MD* and Sierra Hajdu, MD*

DOI: https://doi.org/10.5070/M5.53816 Issue 11:4[mrp_rating_result]
By the end of this session, learners will be able to (1) describe key principles of gamification in medical education, (2) identify resources and tools for implementing gamification, (3) actively participate in a gamified educational activity, and (4) design a simple plan to implement gamification in their own teaching, considering benefits and potential challenges.
AdministrationCurrent IssueFaculty DevelopmentSmall Group Learning

All In: A Casino-Themed Emergency Medicine Conference Day

Shorok Hassan, DO*^†, Danielle Langan DO, MSEd*^†, Amar Bukvic DO, MBA*^†, Moshe Weizberg MD, MBA, FACEP ** and Barry Hahn MD*^†

DOI: https://doi.org/10.5070/M5.52394 Issue 11:4[mrp_rating_result]
By the end of this educational intervention, participants will be able to: 1) demonstrate airway management skills through simulation, including equipment setup and timely interventions for both adult and pediatric cases, 2) interpret various electrocardiograms (EKGs) in high-pressure scenarios, 3) analyze cases and apply evidence-based management in various rapid-response scenarios, 4) demonstrate rapid recall of EM knowledge by answering board-style trivia questions, and 5) demonstrate increased confidence in team-based decision-making, effective communication under pressure, and leadership in high-stress emergency situations.
Current IssueMiscellaneous (stats, etc)Small Group Learning

The Challenge of Critical Feedback: A Simulation-based Advanced Residents as Teachers Module

Haley Plattner, MD*, Elyse Fults, MD*, Thomas Alcorn, MD*, and Sara M Hock, MD*

DOI: https://doi.org/10.5070/M5.52392 Issue 11:4[mrp_rating_result]
The purpose of this module was to provide a safe learning environment for residents to practice giving critical feedback to medical students. By the end of the session, residents will be able to 1) identify gaps in student proficiency through analysis of a simulated student’s clinical performance as demonstrated by a simulated case presentation, 2) formulate specific feedback for student learners to target identified gaps, and 3) apply a newly learned strategy for providing feedback to a “student” during two simulation-based communication cases.
AdministrationCurrent IssueFaculty DevelopmentMiscellaneous (stats, etc)Small Group Learning

Simulation-Based Interprofessional Didactic for Emergency Management of Snakebites

Nicky Chung, MD, MPH*, Anjali Cherukuri, MD*, Debayan Guha, MD*, Joshua Silverberg, MD*, Oark Ahmed, MD*, Ibrahim Farooqui, DO*, Jacob Greenspan, MD*, Anthony Scoccimarro, MD*, Jeremy Sperling, MD*, Ariella Gartenberg, MD* and Maninder Singh, MD*

DOI: https://doi.org/10.5070/M5.61957Issue 11:4[mrp_rating_result]
By the end of the simulation, participants will be able to recognize and appropriately manage neurotoxic snakebite envenomation, including initiating first-line management and toxicology consultation, coordinating antivenom administration, recognizing and treating antivenom-associated anaphylaxis, assessing and managing progressive respiratory failure, demonstrating effective interprofessional communication using TeamSTEPPS principles,4 and coordinating timely consultation, handoff, and disposition with toxicology, pharmacy, and the critical care team.
Current IssueSimulationSmall Group LearningWilderness

Dangerous Dysrhythmias in the ED: An Interactive EKG Workshop for Emergency Medicine Clerkship Learners

Jordan Ancmon, DO* and Jacob Feldman, MD, MSADE*

DOI: https://doi.org/10.5070/M5.52195 Issue 11:3[mrp_rating_result]
By the end of this session, learners will be able to: 1) identify common tachyarrhythmias and pulseless rhythms using EKGs, 2) differentiate stable from unstable tachyarrhythmias based on hemodynamics, symptoms, and EKG findings in acutely ill ED patients, 3) apply appropriate critical resuscitative actions to manage stable tachyarrhythmias, unstable tachyarrhythmias, and pulseless rhythms during emergency department resuscitations, in accordance with ACLS (Advanced Cardiopulmonary Life Support) principles, and 4) construct a rapid, ED-focused decision-making algorithm to guide the identification and management of tachyarrhythmias and pulseless rhythms.
Current IssueCardiology/VascularSmall Group Learning

ECG Bootcamp – A Novel Emergency Medicine Small Group Session

Kimberly Sokol, MD, MS, MACM*, Anthony Lucero, MD*, Melissa Kemp, DO ^, Nayana Singh, BS†, and Ian Sprouse, BS*

DOI: https://doi.org/10.5070/M5.52155 Issue 11:3[mrp_rating_result]
By the end of this group exercise, learners will be able to: 1) Recognize an emergent ECG that needs action immediately, 2) Demonstrate an understanding of normal vs abnormal pediatric ECGs, 3) Identify ECG manifestations of toxicologic conditions, 4) Describe the key characteristics of an ECG in a patient with a pacemaker and problems thereof, 5) Compare and contrast common ECG findings in patients with certain congenital/hereditary cardiac conditions, 6) Manage a patient presenting in extremis with torsades de pointes in the emergency department.
Current IssueCardiology/VascularSmall Group Learning