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Actively Teaching Active Teaching Techniques

Alice Walz, MD^* and Ian Kane, MD^{^}

DOI: https://doi.org/10.21980/J8H94V Issue 9:4 No ratings yet.

By the end of this small group exercise, learners will be able to: 1) assess interactive teaching techniques that support learning in various environments; 2) incorporate active teaching techniques into a variety of real-world teaching scenarios; 3) implement selected techniques to enrich one’s own teaching practice.

A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation

Mary G McGoldrick, MD^*, Laryssa Patti, MD^{^}, Meigra Chin, MD^{^}, and Tiffany Murano, MD^*

DOI: https://doi.org/10.21980/J88S81 Issue 9:4 No ratings yet.

By the end of this activity, learners will be able to: 1) identify and name species responsible for bite/sting/envenomation injuries, 2) recognize associated signs, symptoms, physical exam findings and complications associated with bites/stings/envenomations by certain species, 3) discuss management such as antibiotics, antivenom, and supportive care.

Current Issue Small Group Learning Wilderness

Bridging Hospital Resource Variability: Adapting the Escape Room to Integrate Procedure Teaching for Emergency Medicine Trainees in India

Jodi DeJohn, MD^*, Tania Ahluwalia, MD, MPH^{^}, Manu Madhok, MD, MPH^† Shweta Gidwani, FRCEM^**, Katherine Douglass, MD, MPH^** and Susan Owens, MD, MPH^*

DOI: https://doi.org/10.21980/J8CK98 Issue 9:4 No ratings yet.

By the end of the escape room, learners should be able to: 1) describe the mechanism of action of antiretroviral therapies available in India, 2) prescribe initial antiretroviral therapy to a patient presenting to the emergency department with a new diagnosis of HIV, 3) develop a differential diagnosis for a patient with HIV presenting to the ED with chest pain, 4) identify common dermatologic manifestations of opportunistic infections in patients with HIV, 5) identify computerized tomography scan and lumbar puncture features for central nervous system infections seen in patients with Acquired Immunodeficiency Syndrome (AIDS), 6) identify red flag features and appropriate workup for a patient with HIV presenting with a headache to the ED, 7) interpret images obtained during a Rapid Ultrasound for Shock and Hemorrhage (RUSH) exam, 8) identify cardiac tamponade and perform a pericardiocentesis, and 9) communicate and collaborate as a team to manage a complex, unstable patient with HIV in the ED.

Current Issue Infectious Disease Small Group Learning

Utilization of an Asynchronous Online Learning Module Followed by Simulated Scenario to Train Emergency Medicine Residents in Mass-Casualty Triage

Justin P Delgado, DO^*, Douglas Spencer, DO^* and Leah M Bralow, MD^{*^}

DOI: https://doi.org/10.21980/J89S7Z Issue 9:3 No ratings yet.

The purpose of this session is to train EM residents in the use of the Simple Triage and Rapid Treatment (START) and pediatric JumpSTART algorithms for triage in mass casualty incidents (MCIs) using an asynchronous model. By the end of this small group session, learners will be able to: 1) describe START triage for adult MCI victims; 2) describe JumpSTART triage for pediatric MCI victims; 3) demonstrate the ability to apply the START and JumpSTART triage algorithms in a self-directed learning environment; 4) demonstrate the ability to apply the START and JumpSTART triage algorithms in a simulated mass casualty scenario under time constraints; and 5) demonstrate appropriate use of acute life-saving interventions as dictated by the START and JumpSTART triage algorithms in a high-pressure simulated environment.

EMS Small Group Learning

Development and Design of a Pediatric Case-Based Virtual Escape Room on Organophosphate Toxicity

Kaitlyn Boggs, MD^*, Manu Madhok, MD, MPH^{^} and Tania Ahluwalia, MD, MPH^†^**

DOI: https://doi.org/10.21980/J8DH1V Issue 9:3 No ratings yet.

By the end of the activity, learners should be able to: 1) recognize risk factors, symptoms, and presentation for organophosphate poisoning; 2) understand the radiologic and laboratory findings in organophosphate poisoning; 3) distinguish and differentiate electrocardiogram findings in common toxic ingestions; 4) explain the pathophysiology of organophosphate poisoning; 5) understand the importance of decontamination of the patient and personal protective equipment for staff for organophosphate poisoning; 6) describe the airway management of organophosphate poisoning; 7) describe the medical management of organophosphate poisoning, including antidotes and the correct dosing and 8) demonstrate teamwork through communication and collaboration.

Small Group Learning Toxicology

First Aid Curriculum for Second Year Medical Students

Megan Stodola^*, Megan Lantz^*, Tina Chen, MD^{*^}, Alexander Marelich, MD,^{^} and Isaac Philip, MD^{^}

DOI: https://doi.org/10.21980/J8FH2J Issue 9:3 No ratings yet.

Small group activities were performed with a focus on case-based scenarios combined with hands-on instruction. The four scenarios were choking, seizure, anaphylaxis, and bleeding which were taught by an educator who was either faculty, an emergency medicine resident, or an upper-level medical student. Facilitators were provided an educational handout specific to their station to guide them through the teaching session. A PowerPoint presentation was also provided complete with supporting images and videos to share with the students each session.

Miscellaneous (stats, etc)Small Group Learning

Little Patients, Big Tasks – A Pediatric Emergency Medicine Escape Room

Jessica Pelletier, DO^*, Ernesto Romo, MD^*, Bryan Feinstein, MD^*, Charles Smith, MD^*, Gina Pellerito, CCNRP^{^} and Alexander Croft, MD^*

DOI: https://doi.org/10.21980/J89W70 Issue 8:4 No ratings yet.

By the end of this small group exercise, learners will be able to: 1) demonstrate appropriate dosing of pediatric code and resuscitation medications; 2) recognize normal pediatric vital signs by age; 3) demonstrate appropriate use of formulas to calculate pediatric equipment sizes and insertion depths; 4) recognize classic pediatric murmurs; 5) appropriately diagnose congenital cardiac conditions; 6) recognize abnormal pediatric electrocardiograms (ECGs); 7) identify life-threatening pediatric conditions; 8) demonstrate intraosseous line (IO) insertion on a pediatric model; and 9) demonstrate appropriate use of the Neonatal Resuscitation Protocol (NRP®) algorithms.

Pediatrics Small Group Learning

Everyday Water-Related Emergencies: A Didactic Course Expanding Wilderness Medicine Education

Geoffrey B Comp, DO^*, Erica Burmood, DO^*, Molly Enenbach, DO^* and Savannah Seigneur, DO^*

DOI: https://doi.org/10.5072/FK2HX1GX76Issue 8:3 No ratings yet.

By the end of the session, the learner will be able to: 1) describe the pathophysiology of drowning and shallow water drowning, 2) prevent water emergencies by listing water preparations and precautions to take prior to engaging in activities in and around water, 3) recognize a person at risk of drowning and determine the next best course of action, 4) demonstrate three different methods for in-water c-spine stabilization in the case of a possible cervical injury, 5) evaluate and treat a patient after submersion injury, 6) appropriately place a tourniquet for hemorrhage control, and 7) apply a splint to immobilize skeletal injury.

Wilderness Small Group Learning

Flipping Tickborne Illnesses with Infographics

Daniel Johnson, DO^* and Annahieta Kalantari, DO^*

DOI: https://doi.org/10.21980/J83H12 Issue 8:2 No ratings yet.

After participation in this module, learners will be able to 1) list the causative agents for Lyme Disease, Babesiosis, Tularemia, Ehrlichiosis, Anaplasmosis, Tick Paralysis, Rocky Mountain Spotted Fever, and Powassan Virus, 2) identify different clinical features to distinguish the different presentations of tickborne illnesses, and 3) provide the appropriate treatments for each illness.

Infectious Disease Small Group Learning

Child Maltreatment Education: Utilizing an Escape Room Activity to Engage Learners on a Sensitive Topic

Shelley Brukman, MSN, RN^*, Makenzie J Ferguson, BSN, RN^*, Kimberly D Zaky, MSN, FNP-C^*, Chloe Knudsen-Robbins, MM^{^} and Theodore W Heyming, MD^†

DOI: https://doi.org/10.21980/J84H1C Issue 8:1 No ratings yet.

By the end of the escape room, the learner should be able to: 1) understand the national and local prevalence of child maltreatment; 2) understand the different types of child maltreatment and common associated presentations; 3) know the local EMS agency reporting requirements; 4) understand when to make base hospital contact with respect to concern for maltreatment; 5) collaborate effectively as a team.

Pediatrics Small Group Learning Trauma